Community
Language
Learning (CLL) is the name
of a method developed by
Charles A. Curran and his
associates in Chicago, 1995. It
is sometimes cited as an
example of a humanistic
approach and derives its
primary
insights
from
counseling.
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It is an approach in which students work
together to develop what aspects of a language
they would like to learn. The teacher acts as a
counselor while the learner acts as a
collaborator (client), although sometimes this
role can be changed.
Community language learning (CLL) was
primarily designed for monolingual conversation
classes where the teacher-counselor would be
able to speak the learners' L1 (native language).
It is a method that is based on English for
communication and is extremely learnerfocused.
1. To learn language communicatively.
2. To take responsibility for learning.
3. To approach the task nondefensively, never separating
intellect from feelings.
1. Non-defensive learning requires security,
aggression (students assert and involve
themselves), attention, reflection (
students think about language and their
experience in learning it), retention and
discrimination ( sorting out target
language forms).
2. Cooperation is encouraged; the teacher
and the students together make
decisions in class.
3. The teacher routinely probes the
students’ attitudes toward learning and
helps them overcome their negative
feelings.
4. Particular grammar, pronunciation, and
vocabulary points are treated based on
the students’ expressed needs.
Understanding and speaking are
emphasized.
5. The native language is used in
conversations, instructions, and sessions
for expressing feelings.
6. Learning about aspects of culture is
integrated with language learning.
7. A non-threatening teaching style is
encouraged; correct forms are modeled.
8. There is no specific means of evaluation
but adherence to principles is urged.
Integrative tests are preferred over
discrete-point tests.
9. Self-evaluation is encouraged to
promote the students’ awareness of their
progress.
1.
Learning is persons.
2.
Learning is dynamic and creative.
The teacher’s initial role is
primarily that of a counselor. This
means that the teacher recognizes
how threatening a new learning
situation, can be for adult learners, so
he skillfully understands and supports
his students in their struggle to master
the target language.
Initially the learners are very
dependent upon the teacher. As the
learners
continue
to
study,
they
become increasingly independent.
1. Tape Recording Student Conversation
2. Transcription
3. Reflection on Experience
4. Reflective Listening
5. Human Computer
6. Small Group Tasks
1. The counselor allow the learners
to determine type of conversation
and to analyze the language
inductively,
2. The student centered nature of
the method can provide extrinsic
motivation and capitalized an
intrinsic motivation.
1. The counselor- teacher can become
too nondirective. Students often need
direction.
2. Translation is an intricate and difficult
task. The success of the method relies
largely on the translation expertise of
the counselor.
Thank you !!!
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Prepared by:
Marichu Dela Cruz
Mark Robel Torreña