Community language learning

Community language learning:

Community language learning Language Teaching Method

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 insights from counseling. :

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 insights from counseling.

Introduction :

Introduction CLL takes its principles from the “Counseling Learning Approach” developed by Charles A. Curran. Influenced by Carl Roger ’ s humanistic psychology, Curran found that adults often feel threatened by a new learning situation or fear that they will appear ‘foolish’.

Cont..:

Cont.. He believed that a way to deal with the fears of students is for teachers to become ‘language counselors’ where she or he understands the learner and leads them to overcome their fears. It follows Krashen’s Monitor Theory (Affective Filter Hypothesis) and the Cognitive Theory where the human mind is active .

Principles..:

Principles.. Language Learning Community

What is the role of the teacher?:

The teacher’s initial role is primarily that of a counselor. This mean that the teacher recognizes how threatening a new learning situation, can be for adult learners, so he or she skillfully understands and supports his students in their struggle to master the target language. What is the role of the teacher?

What are the advantages of understanding students’ fears and being sensitive to them?:

It helps students overcome their negative feelings and turn them into positive energy to further their learning. What are the advantages of understanding students’ fears and being sensitive to them?

What are the goals of teachers who use the Community Language Learning Method? :

What are the goals of teachers who use the Community Language Learning Method? What are the goals of teachers who use the Community Language Learning Method?

Slide 11:

Teachers want their students to learn how to use the target language communicatively. They want their students to learn about their own learning. They want their students to take increasing responsibility for their own learning. They want their students to learn how to learn from one another.

six elements necessary for non-defensive learning: security, aggression, attention, reflection, retention and discrimination :

six elements necessary for non-defensive learning: security, aggression, attention, reflection, retention and discrimination

Slide 15:

In Stages I, II, and III, the teacher focuses not only on the language but also on being supportive of learners in their learning process. In Stage IV, because of the students’ greater security in the language and readiness to benefit from corrections, the teacher can focus more on accuracy. It should be noted that accuracy is always a focus even in the first three stages; however, it is subordinated to fluency. The reverse is true in Stages IV and V.