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Community Language Learning
Transcript of Community Language Learning
Community Language Learning
Community language learning (CLL) was primarily designed for monolingual conversation classes where the teacher-counselor would be able to speak the learners' L1.
Community Language Learning (also called Counseling Language Learning) was created by Charles A Curran, a Jesuit priest and professor of psychology, and Paul La Forge.
Stephanie Duvergé R.
The intention was that it would integrate translation so that the students would disassociate language learning with risk taking.
It aimed to remove the anxiety from learning by changing the relationship between the teacher and student. In CLL, that relationship the “teacher” – who is known not as the teacher but as the “knower”, the one who knows the language – is seen as being in the same relationship to the student as the counselor is to a client.
Stage 1 - Investment
Students sit in a circle.
Student A raise hand and asks in L1.
Knower answers in L2.
Student repeats and record L2.
Student B repeats drill to answer student A.
All process is voluntary.
Stage 2 - Analysis
Knower transcripts the conversation.
Students listens as follows the transcript.
Opportunity to ask explanations and practice exercises.
Stage 3 - Reflection
Students reflect on the whole experience.
How to make it different.
Knower must not point out mistakes, but allow students to identify them by themselves.
The learners know nothing of the target language, and are completely dependent on the knower for everything they want to say.
The learners start to get an idea of how
the language works and to use it for
themselves, but still seek the knower’s
They may, for instance tell the knower
what they want to say directly in the
target language, looking to the knower
only for confirmation or correction.
They start to use the language without referring to the knower, and may even be resentful of his/her attempts to help.
Learners continue to express themselves independently, but may be aware of gaps in their knowledge, and start to turn back to the knower.
Learners can continue their learning independently. They no longer need the knower, and may start to act as counselors for less advanced students.
The learner is seen as passing through five psychological stages as learning progresses, which Curran likens to progressing from childhood to adulthood
CLL Pros & Cons
Learners appreciate the autonomy CLL offers them and thrive on analyzing their own conversations.
CLL works especially well with lower levels who are struggling to produce spoken English.
The class often becomes a real community, not just when using CLL but all of the time.
Students become much more aware of their peers, their strengths and weaknesses and want to work as a team.
In the beginning some learners find it difficult to speak on tape while others might find that the conversation lacks spontaneity.
We as teachers can find it strange to give our students so much freedom and tend to intervene too much.
In your efforts to let your students become independent learners you can neglect their need for guidance.
Although CLL is primarily meant as a 'whole' approach to teaching it is equally useful for an occasional lesson, especially with teenagers.
It enables to refocus on the learner while students immediately react positively to working in a community.
Students tend to take exceptionally well to peer-correction and by working together they overcome their fear of speaking.
Quieter students are able to offer corrections to their peers and gladly contribute to the recording stage of the lesson.
It's a teaching method which encompasses all four skills while simultaneously revealing learners' styles which are more or less analytical in their approach to language learning.
All of which raises our awareness as a teacher and that of our students.