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COMMUNITY LANGUAGE LEARNING (CLL)

COMMUNITY LANGUAGE LEARNING (CLL). Background. developed by Charles Curran in the 1970s primary insights from Rogerian counseling theory counselor client (knower) teacher (learner) student. Maskowitz’s Humanistic Techniques which engages the whole person:

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COMMUNITY LANGUAGE LEARNING (CLL)

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  1. COMMUNITY LANGUAGE LEARNING (CLL)

  2. Background • developed by Charles Curran in the 1970s • primary insights from Rogerian counseling theory counselor client (knower) teacher (learner) student

  3. Maskowitz’s Humanistic Techniques 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 caringclimate • emotions and feelings as well as linguistic knowledge and behavioral skills

  4. Language Alternation; (another language teaching tradition which CLL is linked ) - Mackey: A message, lesson or class is presented first in the native language and then, in the target language before overhears.

  5. Approach; • Theory of Language; the social-process view of language + the Interactional view of language

  6. La Forge’sAlternative Theory; beyond the structuralist view of language which means Language as a Social Process. Communication; • Not just a message, • Not just the uniderectional transfer, • Speaker = listener = subject and object of the message.

  7. “Language is persons in contact”. “Language is persons in response”. La Forge

  8. The interactional view; - interactions between learners • unpredictable - interactions between learner and knower • dependent and independent

  9. Stages; • in stage 1; dependent • in stage 2; self-assertive • in stage 3; resentful & indignant • in stage 4; tolerant • in stage 5; independent

  10. Theory of Language Learning • Whole-person Learning ( cognitive and affective ) -a holistic one -analyzed into five stages

  11. 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

  12. Convalidation or Consensual Validation Sstands for security Astands for attention and aggression Rstands for retention and reflection Dstands for discrimination “SARD” By Curran

  13. Design - Objectives • encouraging the students to take moreresponsibility • learning how to learn from one another • using the target language communicatively

  14. The Syllabus • the teaching of oral proficiency • a topic based course progression • emerging from the interaction between learners and teachers • detailed and specific grammar and lexical points isolated by the teacher

  15. Learning Activities • Analysis • Reflection and observation • Listening • Free conversation • Translation • Group work • Tape-recording • Transcription

  16. Roles of Learners • Being a member of the community, • Listening carefully • Telling messages independently • Repeating messages without any hesitation • Expreesing feelings, frustration • Being counselor of other learners

  17. Roles of Teachers • Encourager • Supporter • Monitoring relationship • Politely criticiser • advicer

  18. Instructional Materials • a textbook isn’t necessary • developed by the teachers as the course develops • projector, tape recorder • scripts for conversations developed by the students.

  19. Procedure • informal greeting • statement of the goals and guidelines • sitting in a circle • conversations and messages given by the student in the L1 • Translation of it into the target language by the teacher • repetition for the tape recorder

  20. Replaying the tape recorder for refreshing what have learned by repeating Reflection Elements of Spelling, Grammar, Capitalization Asking questions about the lesson Copying sentences from the board with notes on meaning/usage.

  21. What is the role of the native language in CLL? Enhancing the security Providing a bridge from the familiar to the unfamiliar Making the meaning clear

  22. Weaknesses • a lack of grammatical syllabus • unclear objectives • focus on fluency rather than accuracy • difficulty in evaluation

  23. What areas of language skills are emphasized?- Culture is the integral part of language learning, and language is for creative and critical thinking.- The most important skills are understanding and speaking the language and then, reading and writing with reinforcement.

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