Whole-Person
Learning
Tape Recording Student Conversation
Teachers consider not only their students'
intellect, but also their feelings,
physical reactions, instinctive
protective reactions, and
desire to learn.
Background
- Based on Counseling-Learning approach
- Developed by Charles Arthur Curran
- Curran studied adult learning for many years.
- He was influced by Carl Rogers.
It is the combination of
two views :
It contrasts with
two views :
Structuralism
Interactional view
Putative learning
Behavioral view
- Language is for communication.
- The teacher should be sensitive to students' level of confidence and give them just what they need to be successful.
- Both teacher and students are whole persons.
- Teacher stands behind the students, so the threat is reduced and the students' learning is facilitated.
- Building a relationship with and among students is very important.
- The teacher creates an accepting atmosphere.
- The teacher 'counsels' the students.
- When students know what will happen in each activity and the limits of it, they feel secure and learn non-defensively.
- They have an opportunity to learn about the language, their own learning, and how to learn from one another in community.
- The students' native language is used to make the meaning clear and build a bridge from the known to the unknown.
- Learning is facilitated if students attend to one task at a time.
- Syllabus is generated primarily by the students.
- Students need to learn to discriminate.
- The teacher encourages students initiative and independence.
Brown, H. Douglas. 1994. Principles of Language
Learning and Teaching. (3rd edn.) Englewood Cliffs,
NJ: Prentice Hall Regents.
Curran, Charles A. 1976. Counseling-Learning in Second
Language. Cliffside Park NJ: Counseling-Learning
Institutes.
Curran, Charles A. 1977. Counseling-Learning:
A Whole-person Approach for Education. (2nd edn.)
Cliffside Park, NJ: Counseling-Learning Institutes.
Rardin, Jennybelle and Daniel Tranel, with Patricia
Tirone and Bernard Green. 1988. Education in a New
Dimension. Cliffside Park NJ: Counseling-Learning
Institutes.
Richards, Jack C. (1986:113) Approaches and Methods in
Language Teaching. Retrieved from https://
en.wikipedia.org/wiki/Community_language_learning
Samimy, Keiko and Jennybelle Rardin. 1994 'Adult
language learner's affective reactions to community
language learning: A descriptive study.' Foreing
Language Annals 27/3: 379-90.
- Students learn best when they have a choice in what they practice.
- Cooperation, not competition, is encouraged.
Prepared by :
ARZU YÖRÜK
32923514098
FUNDA GÜNGÖR
24874507670
- CLL is the language-teaching method in which students work together to develop what aspects of a language they would like to learn.
- Adult learners
- Another country
Community
Language
Learning
(CLL)
Learning is dynamic and creative
Good method for practicing communication
Good method for beginners
Helps beginners to reduce their anxiety
The Roles of
The Students
According to Curran,
there are elements
necessary for nondefensive
and successful learning
in CLL ;
ATTENTION
- Students focus on one task at a time first
REFLECTION
AGGRESSION
SECURITY
- Students invest themselves in a learning situation
- Students are actively involved
- Students have opportunity to use the new language
- Use of L1
- Giving clear instructions
- Setting limits for an activity
- Giving students as much language as they can handle
RETENTION
DISCRIMINATION
- Learners see how one thing relates to another
- What is retained is internalized and becomes a part of learner's new persona in L2.
The Goals of Teacher
in CLL
The Characteristics of The Teaching/Learning
Process
- To teach how to use the target language communicatively
- Non-defensive learning is important. There are six elements necessary for non-defensive learning :
- To teach students to learn about their own learning
Security Reflection
Aggression Retention
Attention Discrimination
Student - Teacher
Interaction
The Feelings of
The Students
Changes within the lesson and over time.
- The students are assertive.
- The teacher is in charge and providing direction.
Student - Student
Interaction
- Responding to students' feelings is very important. One activity is asking students to comment on how they feel. It is also important to make students feel secure.
- Spirit of cooperation, NOT competition
- Trusting relationship
In the beginning some learners find it difficult to speak on tape.
Unplausible application in large groups and young learners
Teacher's translator experience
Languages Areas
and
Language Skills
- Grammar points, pronunciation patterns, and vocabulary
- At the beginning listening and speaking
- Later, reading and writing.
Encourages students' initiative and responsibility for their own learning
The Views of
Language and Culture
The Role of The Students'
Native Language
- Language is for communication. Learning should be supportive.
- Student security is enhanced by using native language.
- Bridge from the familiar to the unfamiliar
- Culture is an integral part of language learning.
Focuses on students' feelings
- No particular mode of evaluation is prescribed.
- The teacher should deal with the errors in a non-threatening way. One way of doing this is for the teacher to repeat correctly what the student has said incorrectly.