Community language learning (CLL)

Community language learning (CLL) is a language-teaching approach in which students work together to develop what aspects of a language they would like to learn. It is based on the Counselling-approach in which the teacher acts as a counselor and a paraphraser, while the learner is seen as a client and collaborator.

1. UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES FACULTY OF ENGLISH LINGUISTICS AND ITERATURE COMMUNITY LANGUAGE LEARNING (CLL) Phan Chí Thạch 1

2. CONTENTS 2. APPROACH 3. DESIGN 2 4. PROCEDURE 5. CONCLUSION 1. BACKGROUND

3. 1. BACKGROUND Invented by Charles A. Curran, a psychology professor Inheriting from Counseling-Learning Theory. Focusing on developing speaking and listening skills. A good approach for adult.

4. 1. BACKGROUND Redefining the roles of teacher and student: teacher as counselor, student as client. Being an instance of Humanistic Approach by dealing with: + Emotions and feelings + Linguistics knowledge and skills => forming the definition of "Whole - Person"

5. 2. APPROACH Theory of language Starting with standard of sound features, sentences, and abstract models of language. Learners tasks including understanding sound system, developing lexicon and grammar skills of the foreign language. Consisting of two types of interaction: learners - learners and learners - knower .

6. 2. APPROACH Interaction between learners + unpredicted contents + involving changing emotions Interaction between learners and knowers + initialized by the knowers + to help the learners Theory of language

7. 2. APPROACH Applying techniques in counseling learning to teach language. Viewing the learners as a holistic object including cognitive and affective (to form the definition of "Whole person "). Taking place in a communicative situation to develop communication skills. Theory of learning

8. 2. APPROACH 5-step process Birth stage. Sense of independent. Speaking independently. Taking criticism. Improving style and knowledge of linguistic appropriateness. Theory of learning

9. 2. APPROACH Theory of learning 6 factors Security Attention Self-assertion and aggression Reflection Retention Discrimination

10. Objectives 3. DESIGN The syllabus Types of learning and teaching activities Learner roles Teacher roles The role of instructional materials

11. Objectives  The goal of this method is to attain near-native mastery of the target language.  Specific goals include developing a whole person learning process; trusting relationship among the members of the class. 3. DESIGN

12. The syllabus  CLL does not use a conventional language syllabus.  The course progress is a topic based on learners choosing the message they wish to communicate with other learners in the class.  Each CLL course would evolve its own syllabus 3. DESIGN

13. CLL Translation Analysis Free conversation Recording Group Work Listening Transcription   Reflection & observation Types of learning and teaching activities CLL combines innovative learning tasks and activities with conventional ones.  3. DESIGN

14. Learner roles  Learning is not viewed as an individual accomplishment but as something that is achieved collaboratively.  Learners become members of a community  Learn through in­teracting with members of the community. 3. DESIGN

15. CLL compares language learning to 5 stages of human growth. The learner plays many different roles in the process of maturation:  Stage 1 : like an infant; completely dependent on the knower; repeats utterances; and "overhears" the interchanges.  Stage 2: begin to establish their own self-affirmation; independence by using simple expressions and phrases they have previously heard. 3. DESIGN Learner roles

16.  Stage 3: the separate-existence stage; begin to understand others directly in the target language; resent uninvited assistance provided by the knower.  Stage 4: a kind of adolescence; func­tions independently; must learn how to elicit from the knower the advanced level of linguistic knowledge the knower possesses.  Stage 5: independent stage; refine their un­derstanding of register as well as grammatically correct language use. Learner roles 3. DESIGN

17.  Respond calmly and nonjudgmentally Teacher roles  Plays the role of counselor  Having a supportive manner  Help the client to understand the problems better  Provide a safe environment 3. DESIGN

18. The role of instructional materials  A CLL course evolves out of  the interactions of the community, a textbook is not considered a necessary component.  Materials may be developed by the teacher as the course develops .  Conversations may also be transcribed and distributed for study and analysis.  L earners may work in groups to produce their own ma­terials. 3. DESIGN

19. 4. PROCEDURE Classroom organization Consists of six to twelve students sitting in a circle and have visual contact with each other.

20. 4. PROCEDURE Classroom organization The teacher is out of the circle and walks behind the students to provide assistance

21. 4. PROCEDURE Activities in class: 1. The students introduce themselves to each other in the native language. 2. The teacher explain the goals and activities of the course.

22. 4. PROCEDURE Activities in class: 3. A conservation in the foreign language starts: a) Everyone have visual contact with each other and all are in easy reach of a tape recorder microphone . b) One student initiated conversation with another student by giving a message in the native language.

23. 4. PROCEDURE Activities in class: 3. A conservation in the foreign language starts: c) The instructor, standing behind the student, whispered a close equivalent of the message in the foreign language . d) The student repeated the foreign language message to its addressee and into the tape recorder microphone.

24. 4. PROCEDURE Activities in class: 3. A conservation in the foreign language starts: e) Each student had a chance to compose and record a few messages. f) The tape recorder was rewound and replayed at intervals . g) Each student repeated the meaning in the native language of what he or she had said in the foreign language and helped to refresh the memory of others

25. 4. PROCEDURE 4. Students think about the process and they are asked to express theirs feelings about the experience . 5 . The teacher chooses some sentences from the recorded material and writes them on the board to discuss the elements of language . Activities in class:

26. 4. PROCEDURE 6. Students are encouraged to ask questions . 7 . Students are encouraged to copy sentences from the board with notes on meaning and usage. Activities in class:

27. 5. CONCLUSION ‘ Learning is person’, which means that whole-person learning of another language takes place best in a relationship of trust, support, and cooperation between teacher and students and among students . ‘ Learning is dynamic and creative’, which means that learning is an ongoing developmental process.

28. References [1]. Jack C.Richards and Theodore S.Rodgers, Approaches and methods in language teaching , Cambridge University Press. [2]. Diane Larsen-Freeman and Marti Anderson, Techniques & Principles in Language Teaching , Oxford University Press.

29. Thank you! 29