Community Community Language LearningLanguage Learning

A Brief Discussion A Brief Discussion ACHIE F. ELVINAACHIE F. ELVINA

OverviewOverview

• an approach in which students work an approach in which students work together to develop what aspects of a together to develop what aspects of a language they would like to learn.language they would like to learn.

• developed by Charles A Curran, a developed by Charles A Curran, a new education model he called new education model he called "Counseling-Learning". "Counseling-Learning". 

• first method to combine the first method to combine the field of language learning with field of language learning with the dynamics and principles of the dynamics and principles of counseling.counseling.

• addressed the threatening nature of addressed the threatening nature of a new learning situation to many a new learning situation to many adult learners and the anxiety adult learners and the anxiety caused by the educational context caused by the educational context

• the teacher to be perceived as an the teacher to be perceived as an empathetic helping agent in the empathetic helping agent in the learning process, not a threat.learning process, not a threat.

•a professor of psychology at a professor of psychology at Loyola University.Loyola University.

•Curran was best known for his Curran was best known for his extensive studies on adult extensive studies on adult learninglearning

• inspired by the humanistic inspired by the humanistic

psychology of Carl Rogerspsychology of Carl Rogers

- seeks to encourage - seeks to encourage teachers to see their teachers to see their students as "whole" personsstudents as "whole" persons - attempts to teach - attempts to teach students how to use another students how to use another language communicativelylanguage communicatively- encourages students to - encourages students to take more responsibility for take more responsibility for their own learningtheir own learning

Features:Features:

•     Students are to be considered Students are to be considered as "learner-clients" and the as "learner-clients" and the teacher as a "teacher-counselor".teacher as a "teacher-counselor".

• Relationship of mutual trust and Relationship of mutual trust and support is considered essential to support is considered essential to the learning process.the learning process.

• Students are permitted to Students are permitted to use their native language, use their native language, and are provided with and are provided with translations from translations from the teacher which they then the teacher which they then attempt to apply.attempt to apply.

• Grammar and vocabulary Grammar and vocabulary are taught inductively.are taught inductively.

- - "Chunks" of target language "Chunks" of target language produced by the students are recorded produced by the students are recorded and later listened to then transcribed and later listened to then transcribed with native language with native language equivalents ,become texts the equivalents ,become texts the students work with.students work with.

- - Students apply the target Students apply the target language independently and language independently and without translation when they without translation when they feel inclined/ confident enough feel inclined/ confident enough to do so.to do so.

- Students are encouraged - Students are encouraged to express how they feel to express how they feel about the language and about the language and the learning process.the learning process.

5 Stages of Development 5 Stages of Development

• ““Birth”: Birth”: feeling of security and feeling of security and belonging are established. belonging are established.

• Self : aSelf : as the learner’s ability s the learner’s ability improve, they achieve a improve, they achieve a measure of independence from measure of independence from the parent. the parent.

• Separate Existence : lSeparate Existence : learners can speak earners can speak independently.independently.

• Adolescence : Adolescence : learners are secure learners are secure enough to take criticism and being enough to take criticism and being corrected. corrected.

• Independence :Independence : the learner becomes an the learner becomes an adult and becomes the knoweradult and becomes the knower. .

The process involves five The process involves five stages: stages:

•Stage 1- Reflection Stage 1- Reflection

•Stage 2 - Recorded Stage 2 - Recorded ConversationConversation

•Stage 3 - Discussion Stage 3 - Discussion

•Stage 4 - Transcription Stage 4 - Transcription

•Stage 5 – Language AnalysisStage 5 – Language Analysis

Stage 1- Reflection Stage 1- Reflection

• students sit in a circle.students sit in a circle.

• small portable tape small portable tape recorder inside the circle. recorder inside the circle. the teacher stands the teacher stands outside circleoutside circle

•when a student has when a student has something to say in the foreign something to say in the foreign language, they call the Knower language, they call the Knower over and whisper what they over and whisper what they want to say, in their mother want to say, in their mother tongue.tongue.

teacher translate, student teacher translate, student attempts to repeat the attempts to repeat the utterance, with the rest of the utterance, with the rest of the group eavesdroppinggroup eavesdropping

Stage 2 - Recorded Stage 2 - Recorded ConversationConversation

• When the Knower is satisfied, When the Knower is satisfied, the utterance is recorded by the the utterance is recorded by the student.student.

• Another student then repeats Another student then repeats the process, till there is a kind the process, till there is a kind of dialogue recorded.of dialogue recorded.

Stage 3 - Discussion Stage 3 - Discussion

• students discuss how they students discuss how they think the conversation think the conversation wentwent

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Stage 4 - Transcription Stage 4 - Transcription

• The Knower then replays the The Knower then replays the recording, and transcribes it recording, and transcribes it on the board. on the board.

• Students listen to the tape Students listen to the tape and transcribe their and transcribe their conversationconversation

Stage 5 – Language AnalysisStage 5 – Language Analysis

• Students may ask Students may ask

questions.questions.

AdvantagesAdvantages

• It has many techniques to reduce It has many techniques to reduce anxiety.anxiety.

• Learners appreciate the autonomy it Learners appreciate the autonomy it offers.offers.

• Works well with lower levels who are Works well with lower levels who are struggling to produce spoken English.struggling to produce spoken English.

•Facilitate learning in a context of Facilitate learning in a context of valuing and prizing each valuing and prizing each individual in the group.individual in the group.

• Attempt to teach students how Attempt to teach students how to use another language to use another language communicatively.communicatively.

•Tries to encourage the students Tries to encourage the students to take increasingly more to take increasingly more responsibility for their own responsibility for their own learning.learning.

DisadvantagesDisadvantages

• Being too non-directive, not a Being too non-directive, not a method for students who are method for students who are learning English as part of a learning English as part of a standard, compulsory education standard, compulsory education curriculumcurriculum

• Not all teachers are fluent in both Not all teachers are fluent in both the target language and the the target language and the students' mother languagestudents' mother language

• Cannot be used for large or Cannot be used for large or very large classes. very large classes.

• Teacher also has to have Teacher also has to have enormous reserves of energy.enormous reserves of energy.

• Not all teachers underwent Not all teachers underwent counselling training.counselling training.

• Suitable for adult learners, not Suitable for adult learners, not for children.for children.

Enduring Value of CLL:Enduring Value of CLL:

• Emphasis on whole-person Emphasis on whole-person learninglearning

• The role of a supportive, The role of a supportive, non-judgmental teachernon-judgmental teacher

• Passing of responsibility Passing of responsibility for learning to the learnersfor learning to the learners

THANK YOU VERY THANK YOU VERY MUCH!!!!!!!MUCH!!!!!!!

HOPE YOU LEARNED A HOPE YOU LEARNED A THING OR TWO!!!!!!THING OR TWO!!!!!!

GOD BLESS!!!!!!!!!!!!!GOD BLESS!!!!!!!!!!!!!