community language learning

Views:
 
Category: Education
     
 

Presentation Description

No description available.

Comments

Presentation Transcript

COMMUNITY LANGUAGE LEARNING( CLL ):

COMMUNITY LANGUAGE LEARNING( CLL ) 1.LEARNING THEORY Community Language Learning advises teachers to take their students as “ whole person .” A group of ideas concerning to psychological requirements for successful and “ NON –DEFENSIVE LEARNING” are collected under the acronym (SARD).

Introduction:

Introduction was developed by Charles A. Curran and his associates in Chicago, 1955 Influenced by Carl Roger’s humanistic psychology Teachers become “ language counselors ” and give no threatening to students.

Whole Person Learning:

Whole P erson L earning Whole person learning means that teachers consider not only the students’ intellect but also their feelings.

SARD:

SARD Security attention-aggression Retention- Reflection Discrimination

SARD:

SARD Security : teacher should provide a non-threatening learning environment Attention is the learner's involvement in learning. Aggression is to show what has been learnt for " self-assertion ” like a child who tries to show what he/she has learnt. The child tries to prove the things he/she has learnt.

Slide 6:

Retention: If the "whole person" is involved in the learning process, what is retained is internalised and becomes a part of the learner's " new persona " in the foreign language. The material should neither be too old nor be too new or conversely too familiar. Reflection: The teacher reads the text for three times and the students relax and listen for reflection. Students also listen to their own voice from the tape for reflection.

Slide 7:

Discrimination: Students should discriminate the similarities and the differences among target language forms by listening to themselves and the teacher carefully. They should also listen to discriminate if what they say is similar or different from what the teacher says. E.g. Similarity : Present Continuous: She is study ing French Past Continuous: Tom was cook ing. (In Both tenses "-ing" is used) Difference: John visit ed his uncle (regular verb) John bought a new car (irregular verb)

Language is for communication. Language is for developing creative thinking. The focus shifts from grammar and sentence formation to a "sharing and belonging between persons".Students should trust the learning process, the teacher and the others. :

Language is for communication. Language is for developing creative thinking. The focus shifts from grammar and sentence formation to a "s haring and belonging between persons ".Students should trust the learning process, the teacher and the others. 2.LANGUAGE THEORY :

Knowing the target culture is important to be successful in communication. Culture is integrated with language. :

Knowing the target culture is important to be successful in communication. Culture is integrated with language. 3.CULTURE :

T's initial role is that of a counsellor. The teacher tries to remove the threatening factors in the classroom. :

T's initial role is that of a counsellor. The teacher tries to remove the threatening factors in the classroom. 4.TEACHER’S ROLE:

Initially the learner is dependent on the teacher. As s/he goes on studying the language he becomes more and more independent. :

Initially the learner is dependent on the teacher. As s/he goes on studying the language he becomes more and more independent. 5.STUDENT’S ROLE :

6.INTERACTIONS: st-st, T-st interactions occur in the classroom. Usually the teacher physically removes himself/herself from the circle in order to increase st-st interactions. :

6.INTERACTIONS: st-st, T-st interactions occur in the classroom. Usually the teacher physically removes himself/herself from the circle in order to increase st-st interactions.

Literal native language equivalents are given to the target language in order to teach their meanings.. :

Literal native language equivalents are given to the target language in order to teach their meanings.. 7.VOCABULARY TEACHING:

8.GRAMMER TEACHING: Large chunks are analysed by means of equivalents in L1. It can be explicit when necessary. :

8.GRAMMER TEACHING: Large chunks are analysed by means of equivalents in L1. It can be explicit when necessary. 9.MATERIALS: Materials may be developed by the teacher as the course develops. Materials depend on students' needs. Conversations are generated by the students depending on what they want to say in the target language.

10.SYLLABUS: CLL does not use a conversational language syllabus, which sets out in advance the grammar, vocabulary, and other language items to be taught and the order in which they will be covered.:

10.SYLLABUS: CLL does not use a conversational language syllabus, which sets out in advance the grammar, vocabulary, and other language items to be taught and the order in which they will be covered. 11.ROLE OF L1: Where possible, literal native language equivalents are given to the target language words that have been transcribed.

12.EVALUATION: A teacher-made classroom test would be an integrative test rather than a discrete- point test. Students are asked to write a paragraph or they can be given an oral interview. :

12.EVALUATION: A teacher-made classroom test would be an integrative test rather than a discrete- point test. Students are asked to write a paragraph or they can be given an oral interview.

13.GOALS AND OBJECTIVES::

13.GOALS AND OBJECTIVES: Students should learn how to use the target language communicatively. Students should learn about their own learning to take an increasing responsibility about it. Non-defensive learning is the result when the teacher and the students treat each other as a whole person. Helping students how to learn from one another.

14.ERROR CORRECTION: The error is treated in a non-threatening way. The teacher repeats the correct form without calling further attention to the error and the owner of the error. :

14.ERROR CORRECTION: The error is treated in a non-threatening way. The teacher repeats the correct form without calling further attention to the error and the owner of the error . 15.STUDENT’S FEELINGS : Students' feelings are considered extremely important. One regular activity is getting feedback from students' about their feelings; how they feeling about learning a foreign language. Negative feelings may block students' learning. Security is basic. Clear instructions, enough time, should be given to the individual for the respond.

16. TECNIQUES:

16. TECNIQUES Techniques Principles action 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 pronunciation Dialogue- translate native language to English

Slide 20:

Techniques Principles action 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 develope learner’s fluency 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

Slide 21:

19. Possible Problems Student number control Time control

THANK YOU.:

THANK YOU.

authorStream Live Help