Community
Language
Learning
BY DANIEL CAICEDO & CAMILA FORERO
AGENDA 01 BACKGROUND
02 APPROACH
03 DESIGN
04 PROCEDURE
05 CONCLUSION
BACKGROUND
Community Language Learning (CLL) is the
name of a method developed by Charles A.
Curran and his associates.
This method consists of a human
perspective, based on the experience of the
participant.
Its members are:
The students = Learners or Clients
The teacher = Knower or Counseling
BACKGROUND
Counseling is one person Learner is the person
giving advice, assistance, who is not able to
and support to another communicate with
who has a problem or is in other people, for this,
some way in need. The He or She needs to be
basic procedures of CLL helped, improving
can thus be seen as his/her way to learn.
derived from the
counselor-client
relationship.
APPROACH
THEORY OF LANGUAGE
Language theory is built on "basic sound and
grammatical patterns".
They propose an alternative theory of language
call Language as Social Process, in which
communication is an exchange that needs feedback
reaction from the destinee of the message.
Social-process model:
sender message receiver
APPROACH
THEORY OF LANGUAGE
La Forge also elaborates on the interactional view of language.
CLL interactions are of two kinds:
a. Interactions between learners (equals). It changes in degree.
b. Interactions between learners and knowers (unequals). It
changes in kind. Five stages:
Dependency
Self-assertive
Resentful and indignant
Tolerant
Independent
APPROACH
THEORY OF LEARNING
Techniques of counseling “Birth”
applied to learning in general: Abilities.
counseling learning, and to
Identity.
language teaching in
particular: CLL. Criticism.
Learning is both cognitive and Learner improves.
affective. This is termed
whole-person learning.
The learner's relationship with
the teacher is central.
APPROACH
THEORY OF LEARNING
Consensual validation or SARD
convalidation: mutual warmth, Security.
understanding, and a positive Attention and
evaluation of the other aggression.
person's worth develop Retention and
between the teacher and the reflection.
learner. Discrimination
DESIGN
OBJECTIVES
CLL describes its use in introductory
conversation courses in a foreign language.
The teacher can successfully transfer his or
her knowledge.
DESIGN
SYLLABUS
Community Language Learning is most
often used in the teaching of oral
proficiency, but with some modifications, it
may be used in the teaching of writing.
CLL Emerges from the interaction
between the learner's expressed
communicative intentions and the
teacher's reformulations of these into
suitable target language utterances.
Specific grammatical points, lexical
patterns, and generalizations will
sometimes be isolated by the teacher for
more detail study and analysis.
Types of learning and
teaching activities
Translation
Group Work
Recording
Transcription
Analysis
Reflection and observation
Listening
Free conversation
ROLES IN CLL
Learners
Learning is not viewed as an
individual. Learners are expected:
To listen attentively to the
knower.
To freely provide meanings they
wish to express.
To repeat target utterances
without hesitation.
To support fellow members of
the community.
To report deep inner feelings
and frustrations as well as joy
and pleasure.
To become counselors to other
learners.
ROLES IN CLL
Teachers
The teacher is responsible for
providing a safe environment in
which clients can learn and
grow.
The counselor's role is to
respond calmly and
nonjudgmentally, in a supportive
manner.
The teacher must also be
culturally sensitive and prepared
to redesign the language class
into more culturally compatible
organizational forms.
PROCEDURE
Since each Community Language Learning course
is in a sense a unique experience, a description of
typical CLL procedures in a class period is
problematic.
Stevick distinguishes between:
"Classical" CLL: based directly on the model
proposed by Curran
Personal interpretations of said model.
Some typical activities in CLL classes may be:
Periods of silence
Discussions
Paper dramas
Conclusions
01 02 03
Community Language A learner's desire to The teacher must operate
Learning is the most understand or express without conventional
responsive of the methods technical terms used in materials, depending on
we have reviewed in terms aeronautical engineering is student topics to shape and
of its sensitivity to learner unlikely to receive an motivate the class.
communicative intent. adequate response in the
CLL class.
Conclusions
04 05
The problems and successes They must be highly
experienced by one or two proficient and sensitive to
different client groups may nuance in both L1 and L2.
not necessarily represent
language learning
universals.
ACTIVITY
In your turn, try to find the corresponding pairs.
They might be image-name or name-definition.
