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Learners´ Roles

Types of Learning and

Teaching Activities

Learners are expected to listen attentively to the knower, to repeat target utterances, to support fellow members of the community and to report deep inner feelings and frustrations.

  • Translation.
  • Group Work.
  • Recording.
  • Transcription.
  • Analysis.
  • Reflection and Observation.
  • Listening.
  • Free Conversation.

Teachers’ Roles

Syllabus

  • They have a counselor function
  • somewhat dependent upon the learner, but they are the key to the five developmental stages.
  • Supportive role, monitor learner utterances, correct deviant utterances and provide a safe environment.
  • Oral proficiency is used.
  • The course progression is topic based.
  • Emerges from the interaction between the learners and teachers/knowers.

DESIGN

The Role of Instructional Materials:

  • Textbooks are not considered as a necessary, the can impede learners' growth and interaction.
  • Materials may be developed by the teacher as the course develops.
  • Conversation may also be transcribed and distributed for study and analysis.

Objectives

There’s no explicit linguistic or communicative objective defined in the literature on Community Language Learning.

COMMUNITY

LANGUAGE

LEARNING

PROCEDURE

APPROACH

Theory of Learning

Theory of Language

Each CLL course is UNIQUE ; a description of CLL procedure is something problematic.

  • Techniques of counseling could be applied to learning in general and to language teaching in particular.
  • Learning is a viewed as unified personal and social experience.

  • FLL tasks are to apprehend sound systems, assign meanings an construct the basics grammar.
  • The speaker is at the same time both, subject and object of his own message.

Background

  • CLL was a method developed by Charles M. Curran, specialist in counseling and psicology teacher at Layola University.
  • CLL represents the use of Counseling-Learning theory to teach.
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