COMMUNITY LANGUAGE LEARNING

1. 1- Theory of Language: La Forge’sAlternative Theory; beyond the structuralist view of language which means Language as a Social Process. So, communication is not just a message, not just the uniderectional transfer, speaker = listener = subject and object of the message. Also, the interactional view; interactions between learners are unpredictable interactions between learner and knower is dependent and independent. 2- Theory of Language Learning: Whole-person Learning ( cognitive and affective ) -a holistic one -analyzed into five stages: Whole person learning stages; 1- feelings of security and belonging 2- independence 3- speaking independently 4- mature enough to take criticism 5- improving the knowledge of linguistic Curran collects his ideas about learning theory under the acronym “SARD” Convalidation or Consensual Validation S stands for security A stands for attention and aggression R stands for retention and reflection D stands for discrimination COMMUNITYLANGUAGE LEARNING The teacher sees a circle of students all facing one another. - The teacher encourage students to address questions to one another. - The class might be reformed into small groups.- A paper drama group prepares a story that is told to the counselor. • BACKGROUND • Community language learning was created by Charles Curran and La Forge. • CLL represents the use of Counseling-Learning theory to teach language • It derives its primary insights from Rogerian counseling. • It focuses on the conditions and seeks for motivation and cooperation with students • Syllabus • CLL is most often used in the teaching of oral proficiency. • The course progression is topic based. • CLL syllabus emerges from the interaction between the students and teachers. • Objectives • It encourages students to take more responsibility. • There are in fact no clear objectives. • Sharing about students’ learning experience allows them to get to know one another and to build community. • Its concern is directed to the atmosphere of the class counselorclient studentteacher • A counselor is a person giving assistance, and support to another who has a problem. • The teacher must approach the student in the same way to reinforce the communication. Learning Activities CLL uses humanistic techniques defined by Maskowitz which engages the whole person: • blend what students feel, think, and know with what they are learning in target language self actualization and self-esteem • help to foster a caring climate • give importance to the emotions and feelings as well as linguistic knowledge and behavioral skills • Translation • Group work • Recording • Transcription • Analysis • Reflection and Observation • Listening • Free conversation WEAKNESSES • It is too nondirective. • It consists of a heterogeneous group. • There is a lack of grammatical syllabus • There is a lack of objectives. Language Alternation is another language teaching tradition which CLL is linked. According to Mackey, a message, lesson or class is presented first in the native language and then, in the target language before overhears. • Roles of Learners • They are members of the community. • Learners are expected to listen attentively to the knower. • Roles of Teachers • The teacher is a counselor. • In the early stage, the teacher operates in a supportive role. • The teacher creates an accepting atmosphere. • The teacher is responsible for providing a safe environment. CONCLUSION The two most basic principles take place in the CLL; 1- ) Learning is persons, which means that whole- person learning takes place best in a relationship of cooperation between teacher and students. 2- ) Learning is dynamic and creative, which means that learning is a living and developmental progress. • Roles of Instructional Materials • A textbook is not considered a necessary component. • The materials are developed by the teachers and the students. • References • Approaches and Methods in Language Teaching by Jack C. Richards&Theodore S. Rodgers • Techniques and Principles in Language Teaching • http://iteslj.org/Articles/Koba-CLL.html • http://eltnotebook.blogspot.com/2007/02/community-language- learning-part-one.html COMPARISON ObservationsPrinciples The teacher greets the students, introducing himself. Building a relationship with and among students is important. Students have a conversation. Language is for communication. The teacher reads the transcript Students need quiet reflection time three times. to learn. The teacher understands what student says The teacher counsels the students. The teacher accepts what each student says. The teacher creates an accepting atmosphere. The teacher stands behind the students Power of the teacher can be threatening Students are invited to talk about their feelings Teacher and students are whole persons. Silent Way & TPR & CLL - structural syllabus - a sentence-based syllabus - topic basedsyllabus - less active role (teacher) - active role - a counselor - direct role(students) - imitators - active role ALİ ÖNAL (rimdanco@hotmail.com) FİKRET ERKUŞ(fikret_erkus@hotmail.com) NESLİHAN YILMAZ(yilmazneslihan@yahoo.com) TUĞBA ARMAĞAN COŞAR(t.armagan-cosar@hotmail.com)