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Community Language Learning

Community language learning (CLL) is a method focused on learner empowerment and fluency where students have recorded conversations, discuss them, transcribe them, and analyze the language. It aims to integrate translation so learning is less risky and gives students autonomy over their learning.

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Ioannes Amare Et Servire
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28 views23 pages

Community Language Learning

Community language learning (CLL) is a method focused on learner empowerment and fluency where students have recorded conversations, discuss them, transcribe them, and analyze the language. It aims to integrate translation so learning is less risky and gives students autonomy over their learning.

Uploaded by

Ioannes Amare Et Servire
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Community Language

Learning
Community Language Learning
(CLL)

Community language learning (CLL) was


primarily designed for monolingual
conversation classes where the teacher-
counsellor would be able to speak the
learners' L1.
Community Language Learning
(CLL)
Community Language Learning
(CLL)

The intention was that it would integrate


translation so that the students would
disassociate language learning with risk
taking. It's a method that is based on
English for communication and is
extremely learner-focused.
Community Language Learning
(CLL)

Although each course is unique and


student-dictated, there are certain criteria
that should be applied to all CLL
classrooms, namely a focus on fluency in
the early stages, an undercurrent of
accuracy throughout the course and
learner empowerment as the main focus.
Community Language Learning
(CLL)

How it works in the classroom


◦ Stage 1- Reflection
◦ Stage 2 - Recorded conversation
◦ Stage 3 - Discussion
◦ Stage 4 - Transcription
◦ Stage 5 - Language analysis
◦ Length of stages
Community Language Learning
(CLL)

Stage 1- Reflection
I start with students sitting in a circle
around a tape recorder to create a
To avoid a lack of ideas, students
community atmosphere.
can brainstorm their ideas on the
The students think in silence about what
board before recording.
they'd like to talk about, while I remain
outside the circle.
Community Language Learning
(CLL)

Stage 2 - Recorded conversation


Once they have chosen a subject, the
students tell me in their L1 what they'd
like to say and I discreetly come up
behind them and translate the language
chunks into English.
Community Language Learning
(CLL)

With higher levels if the students feel


comfortable enough they can say some of
it directly in English and I give the full
English sentence. When they feel ready to
speak, the students take the microphone
and record their sentence.
Community Language Learning
(CLL)

It's best if you can use a microphone as


the sound quality is better and it's easier
to pick up and put down.
Community Language Learning
(CLL)

Here they're working on pace and fluency.


They immediately stop recording and then
wait until another student wants to
respond. This continues until a whole
conversation has been recorded.
Community Language Learning
(CLL)

Stage 3 - Discussion
Next, the students discuss how they think
the conversation went. They can discuss
how they felt about talking to a
microphone and whether they felt more
comfortable speaking aloud than they
might do normally.
This part is not recorded.
Community Language Learning
(CLL)

Stage 4 - Transcription
Next, they listen to the tape and
transcribe their conversation. I only
intervene when they ask for help.
Community Language Learning
(CLL)

Stage 5 - Language analysis


This involves looking at the form of tenses
and vocabulary used and why certain ones
were chosen, but it will depend on the
language produced by the students.
Community Language Learning
(CLL)

In this way, they are totally involved in


the analysis process.
The language is completely personalized
and with higher levels they can
themselves decide what parts of their
conversation they would like to analyze,
whether it be tenses, lexis or discourse
Community Language Learning
(CLL)

With lower levels you can guide the


analysis by choosing the most common
problems you noted in the recording
stages or by using the final transcription.
Community Language Learning
(CLL)

Length of stages
The timing will depend entirely on the
class:
how quickly they respond to CLL,
how long you or they decide to spend on
the language analysis stage;
and how long their recorded conversation
is.
Community Language Learning
(CLL)

Pros
Learners appreciate the autonomy CLL offers them
and thrive on analyzing their own conversations.
CLL works especially well with lower levels who
are struggling to produce spoken English.
The class often becomes a real community, not
just when using CLL but all of the time. Students
become much more aware of their peers, their
strengths and weaknesses and want to work as a
team.
Community Language Learning
(CLL)

Cons
In the beginning some learners find it difficult
to speak on tape while others might find that
the conversation lacks spontaneity.
We as teachers can find it strange to give our
students so much freedom and tend to
intervene too much.
In your efforts to let your students become
independent learners you can neglect their
need for guidance.
Community Language Learning
(CLL)

Source:
https://www.teachingenglish.org.uk/articl
e/community-language-learning
Community Language Learning
(CLL)

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