(CLL) Community Language Learning

Origin

Paul La Forge Charles Curran

Carl Rogers

Stage 1 Reflection Stage 2 Recorded conversation

Stage 3 Discussion Stage 4 Transcription

Stage 5 Language analysis

Stages

Five psychological stages from childhood to adulthood :

1. Birth : the learners know nothing of the target language, and are completely dependent on the knower for everything they want to say.

2. Self : the learners start to get an idea of how the language works and to use it for themselves, but still seek the knower’s help. They may, for instance tell the knower what they want to say directly in the target language, looking to the knower only for confirmation or correction.

Five psychological stages from childhood to adulthood :

3. Separate Existence : they start to use the language without referring to the knower, and may even be resentful of his/her attempts to help.

4. Adolescence : learners continue to express themselves independently, but may be aware of gaps in their knowledge, and start to turn back to the knower.

5. Independence : learners can continue their learning independently. They no longer need the knower, and may start to act as counselors for less advanced students.

Six elements of nondefensive learning

1.Security2.Aggression3.Attention4.Reflection5.Retention6.Discrimination

Working with large classes Working with large classes

•Working with monolingual or multilingual classes

Some obstacles

•Working with large classes

Techniques

Techniques Principles Situation/ Effect

Tape recording students’

conversation

Motivation for learners and able to recall the meaning in

first conversation

Short Conversation

Reflection on experience

Students reflect on what they have experienced

Students share their difficulties and

experiences in the process of learning

Transcription The opportunity to translate his or her

utterances

Dialogue- translate native language to

English

Techniques

Techniques Principles Situation/ Effect

Reflective listening Students need quiet reflection time in

order to learn

Concentration on new language

learning

Human Computer Enable students develop an inner

wisdom about where they need to work

Aroused learner’s spontaneity in

learning English

Small group tasks Students can begin to feel a sense of

community and learn from each other

Encouraged cooperation, not

competition among learners

Pros1. Learners appreciate the autonomy CLL offers them and helps to improve

analyzing their own conversations.2. CLL works especially well with lower levels who are struggling to produce

spoken English. 3. The students learn to communicate and use the cognitive knowledge from

the very beginning in order to practice the rules of the target language before they formulate their individual sentences or utterances.

4. The class often becomes a real community, not just when using CLL but all of the time. Students become much more aware of their peers, their strengths and weaknesses and want to work as a team.

5. To learn how to use the target language communicatively.6. Helping students how to learn from one another.7. Helping students about their own learning by taking increasing responsibility

for it.8. Lowers learners’ anxiety

Cons

1. Counselor/teacher can be non-directive2. In the beginning some learners find it difficult to speak on

tape. (phonophobia) 3. Learners might find that the conversation lacks

spontaneity.4. Teachers can find it strange to give their students so much

freedom and tend to intervene too much.5. The presentation of this method in the classroom is

process-based and not content-based which makes it difficult to build the outline of this method.

6. Time control 7. Student number control

Prepared byAytekin Aliyeva