COMMUNITY LANGUAGE
LEARNING
Historical Overview
Developed by Charles A. Curran
and his associates in Chicago.
Influenced by Carl Rogers’
humanistic psychology.
Introduction
CLL represents the use of CounselingLearning theory to teach language.
In humanistic psychology, Curran found
that person often feel threatened by a
new learning situation or fear that they
will appear foolish.
A way to deal with the fears of
students is for teachers to become
language counselors.
CLL advises teachers to take their
students as “whole person.”
T – S Relationship
I.
ROLE
Teacher’s Role : a counsellor
Student’s Role : a client
T – S Relationship
II.
Interaction
T – S Relationship
GOALS
Teachers want their students to learn how
to use the target language communicatively.
They want their students to learn about
their own learning.
They want their students to learn how to
learn from one another.
The Techniques of the CLL Method
 Tape
recording student conversation
This technique used to record student
produce language as well as give the
opportunity for community learning to come
about.
The Techniques of the CLL Method
Transcription
Students make the transcription of their
conversation that have been recorded.
The Techniques of the CLL Method

Reflection on Experience
The teacher give the students the
opportunity to reflect on how they feel
about the language Learning experience.
Themselves as learners, and their
relationship with one another.
The Techniques of the CLL Method

Reflective Listening
The students relax and listen to their own
voices speaking the target language on the
tape.
The Techniques of the CLL Method

Human Computer
A student chooses some part of the
transcript to practice pronouncing.
The Techniques of the CLL Method

Small Group Task
Small groups might be asked to make new
sentences with the words on the transcript. Then,
groups shared the sentences they made with the
rest of the class.
The Important Aspects in CLL
S
A
R
D
The Important Aspects in CLL
Security
non-threatening learning
environment
The Important Aspects in CLL
Attention and Aggression
Ability to attend to many factors
in learning so the students don’t
lose the learning.
Actively involved in the learning
experience.
The Important Aspects in CLL
Reflection and Retention
When Ss reflect on the language as the
teacher reads the transcript three times;
when Ss are invited to stop and
consider the active experience they
have.
The integration of the new material that
takes place within the whole self.
The Important Aspects in CLL
Discrimination
Sorting out differences among target
language forms such as Human
Computer.
Areas of language and language skills that are
emphasized
The
students produce what they want to
be able to say in the target language.
Grammar points, pronunciation patterns,
and vocabulary are worked, based on the
language the students have produce.
The
most
important
skills
are
understanding and speaking.
How does the teacher respond to student errors?
Teachers should tell it in a nonthreatening way. Teacher repeat
correctly what the student has said
incorrectly.
STRENGTHS
Nonthreatening
 Student
independence.
 Emphasizes the
humanistic side, and
not merely its
linguistic dimension

WEAKNESSES


Teacher poor translator?
The teachers may not
have special training to
attempt counselling.
CONCLUSION
Learning
is
persons:
whole-person
language takes place best in a relationship
of trust, support, and cooperation between
teacher and students and among students.
CLL places unusual demands on language
teacher. They must be highly proficient and
familiar to the role of counselor. So, special
training in CLL technique is usually
required.
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