Comunity language learning

Unit 7 Community Language Learning :
Unit 7 Community Language Learning (Counseling- Learning): (1970s) one of the Designer Methods stressing the role of the affective domain in promoting cognitive learning

Origin :
Origin CLL was developed by Charles A. Curran and his associates in Chicago, 1955. It is sometimes cited as an example of a humanistic approach and derives its primary insightsfrom counseling.

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With that, the roles of the teacher are the counselor and learners, the clients. The counselor does not automatically assist the clients but passively offer his help to them. CLL involves humanistic techniques which engage the whole person, including the emotions and feelings as well as linguistic knowledge and behavioral skills.

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Influenced by Carl Roger’shumanistic psychology, Curran found that adults 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, skillful understanders of the struggle students face as they attempt to internalize another language. In this way, teachers can help students overcome their negative feelingsand further turn them into positive energy in learning.

Principles :
Principles Learning is persons: human individuals need to be understood and aided in the process of fulfilling personal values and goals; this is best done in community with others striving to attain the same goals; whole-persons learning in a relationship of trust, support, and cooperation between teacher and students andamong students

Principles :
Principles Learning is dynamic and creative: learning is a living and developmental process Building a relationship with and among students is important as well as lessening their fears to a new learning situation. Teachers do not remain in the front of the classroom to reduce threat to them. To let students feel secure facilitates their learning such as use of L1,more cooperation in the community, understanding what will happen in each activity and so on.

Characteristics :
Characteristics a conversation in a beginning class in L1 with translation of the teacher and later on transcription students sitting in a circle with a tape recorder: a dependent community to cooperate with each other rather than compete with each other. teachers as counselors andstudents as clients: sensitive to students’ feelings and fears six elements necessary for nondefensive learning: security, aggression, attention, reflection, retention and discrimination

Influences :
Influences the role of teachers as counselors who understand and assist students to help them overcome the threatening affective factors emphasis of classroom interaction in cooperation, notcompetition respect for students’ choice of learning content with a learner-generated conversation no translation but for Ss to induce rules

Drawbacks :
Drawbacks The procedure doesn’t ensure that a variety of contexts necessary for coping in the target culture is included since the content is determined by the participants. Students may feel uncomfortable with the apparent lack of structure orsequence in the introduction of grammatical and lexical items; that is too much reliance on an inductive strategy of learning. Besides, there is no syllabus for CLL, a posteriori approach to syllabus specification. The teacher is too nondirective. Finally, the success of CLL depended largely on the translation expertise of the counselor.

10 Questions to be answered :
10 Questions to be answeredWhat are the goals of teachers who use the CLL method? -- To learn how to use the target language communicatively in a nondefensive manner What is the role of the teacher? What is the role of the students? T—a counselor; S—a client The relationship between T and S from dependency to independency through five stages (focus of fluency or accuracy)

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What are some characteristics of the...