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Community Language Learning

Community Language Learning (CLL) is a humanistic approach to language teaching developed by Charles A. Curran, emphasizing the whole-person perspective of learners. The method focuses on communication, cultural integration, and the psychological aspects of learning, with teachers acting as counselors to support student independence. Key principles include using the native language for clarity, non-threatening error correction, and fostering cooperation among students.

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Abdul Raziq
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6 views12 pages

Community Language Learning

Community Language Learning (CLL) is a humanistic approach to language teaching developed by Charles A. Curran, emphasizing the whole-person perspective of learners. The method focuses on communication, cultural integration, and the psychological aspects of learning, with teachers acting as counselors to support student independence. Key principles include using the native language for clarity, non-threatening error correction, and fostering cooperation among students.

Uploaded by

Abdul Raziq
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© © All Rights Reserved
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Chapter 6

Community Language Learning


(CLL)

Textbook:
Larsen-Freeman, D. (2011). Techniques and Principles in
Language Teaching. (2th ed.). Oxford University Press.
Presenter: Abdul Raziq Safi
Background
 Community Language Learning (CLL), which
represents the use of the more general Counselling-
Learning theory to language teaching, was
developed by Charles A. Curran.
 In a humanistic approach, learners are considered
‘whole-persons’. This means that teachers should
consider not only consider the cognitive aspect of
the learners, but also their affective and social
aspects including their emotions, beliefs, attitudes,
and cultural identity.
Background
 Humanistic Approach (refers to an educational
philosophy and teaching methodology that
emphasizes the importance of human
relationships, personal growth, and learner
autonomy in language learning).
Background
 To consider the psychological factors affecting
learning, CLL also draws on the counselling
metaphor to redefine the roles of the teacher (the
counsellor) and learners (the clients) in the
classroom.
Principles
 1. The goal of the teachers who use the CLL is to
help their students learn how to use the target
language communicatively. In addition, they
want their students to learn about their own
learning and take increasing responsibility for it.
They also want their students to learn in a non-
defensive way.
Principles
 2. The teacher’s initial role is that of a counsellor. It
means that the teacher recognises how threatening a new
learning situation can be for adult learners, and
understands and supports them in their struggle to
master the target language. Initially, learners are the
‘clients’ of the teacher. They are very dependent on him.
But little by little, they move from dependency to
independency.
Principles
 3. The CLL method is neither fully teacher centered, nor
student centered, but teacher-student centered, with both
being decision makers in the class.
 4. The teacher’s use of the students’ native language,
telling them precisely what they are going to do,
respecting established time limits, giving students only
as much language at a time as they can handle, and
respecting student’s feelings all indicate the importance
of providing for student security.
Principles
 5. Language is for communication; culture is
integrated with language.
 6. The most important skills are understanding and
speaking the language. Reading and writing are also
worked on, but only after the students have already
understood the oral language. From among language
components, particular grammar points,
pronunciation, and vocabulary are all worked on based
on the language the students have generated.
Principles
 7. The students’ native language is used in the
classroom to make meaning clear and to enhance the
students’ security.
 8. Since exams are anxiety-inducing, there may be no
formal evaluation. But if a school requires that the
students take a test at the end of the course, it would
likely be more of an integrative test than a discrete
point one. Also, it is likely that teachers would
encourage their students to self-evaluate.
Principles
 9. Errors are corrected in a non-threatening way.
 10. The teacher stands behind the students to
reduce the threat of his superior knowledge and
to foster interaction among students.
 11. Teacher and students are whole persons.
Principles
 12. The teacher encourages student initiative and
independence.
 13. Co-operation rather than competition is
encouraged.
 14. Initially, the syllabus is designed primarily
by the students.
Thanks

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