Community Language Learning

Members:

Natalia MontesinoCarolina Moya

Summary of the Main principles and ideas about the method.

Charles A. Curran (1913- 1978)

CLL represents the use of counseling learning to teach languages

counselor clients

Humanistic techniques Moskowitz 1978

Engage the whole person, including the emotions and feelings as well as linguistic knowledge and behavioral skills.

Approach: Theory of language and learning

(La forge 1983:4). The foreign language learners` task are “ to apprehend the sound system, assign fundamental meanings, and to construct a basic grammar of the foreign language”

Language as Social process(La Forge 1983)

Language is people• Persons in

contact• Persons in

response

interactions• Learners-

learners• Learners -

knowers

The CLL view of learning is a holistic one , since true human learning is both cognitive and affective ( This is termed whole-person).

The process of learner’s relationship with the teacher.

Ontogenetic

“birth”stage

Learners’ abilities

Speaks indepdentl

yCriticism

Style and knowledge

of linguistic

SECURITY

ATTENTION ANDAGRESSION

DESCRIMINATION

RETENTION AND REFLECTION

SARD

SARD is a group of ideas concerning the psychological requirements for succesful learning (curran 1976:6)

Design Syllabus Roles of the teacher

To provide a conveyance for these meanings in a way appropriate to the learner’s proficiency level.

Supportive role Interaction -

monitor learner utterances

Emerges from the interaction between the learner’s expressed communicative intentions and teacher’s reformulations.

CLL task and activities

Translation.Group work.Recording.Analysis.Reflection and

observation.Listening.Free

conversation.

Counselor’s role ( Rogerian physicological counseling)Responds calmly without judging.He/ she is supportive.Helps the client to understand.

Proceduresome typical activities.

Circle of learners all facing one each other

Period of silence.Knower use the volunteer to break the

silence.Questions to one another or to the

knowerAnswers and questions recordedPair or team work

Protocol of what a first day’s CLL class covered. Dieter Stroinigg (in Stevick 1980: 185-186)

Informal greetings

Teacher made a statement of the goals and guidelines

A conversation in foreingn language took place

Reflection period

From the materials recorded the instructor write sentences on the board

Students ask questions about the items

Students copy sentences from the board with notes on meaning and usage

Strenghts and weaknesses of the method

Learners will be more motivated by learning to communicate.

Learners are able to choose the topic of the conversation

There is a trusting relationship between knower & learners.

Learners have the chance to express their feelings and emotions

Learners become more independent on their learning.

The knower becomes to non-directive.

Learners may feel uncomfortable recording the messages.

Time and learners’ number control.

Knower is not proficient in L1 and L2.

Applicability in our chilean context

Translations during the process , make the learners feel more comfortable at the moment to face L2.

Feeling dependent on the teacher and a warm relationship between learner – teacher. Learners will feel more secure to perform.

To share ideas, opinions, etc. With other learners. Enhances the purpose of the community language learning.

In chile, you can find classes with a large number of students .

Discipline problems and unmotivated students

Teachers are focused on accomplishing the school program rather than applying methods, because of the lack of time .

Provide examples of applicabilityThe examples of applicability are focused on the topic that students choose.

The weather Role-play: students act it out that they

are reporting the weather forecast.Students make up a song about the

weather.In pairs, students from different cities

discuss how`s the weather like and write sentences.

Use of realia, the students read from the newspaper the weather forecast and comment.