COMMUNITY LANGUAGE LEARNING
(CLL)
A. Introduction
The Community Language Learning (CLL) method was developed by
Charles A. Curran, a professor of psychology at Loyola University in Chicago. This method refers to two roles: that of the
knower (teacher) and student (learner). Also the method draws on the counseling
metaphor and refers to these respective roles as a counselor and a client.
Community language learning (CLL) was primarily designed for monolingual
conversation classes where the teacher-counselor would be able to speak the
learners' L1 (native language). The intention was that it would integrate
translation so that the students would disassociate language learning with risk
taking. It is a method that is based on English for communication and is
extremely learner-focused. Although each course is unique and student-dictated,
there are certain criteria that should be applied to all Community Language
Learning (CLL) classrooms, namely a focus on fluency in the early stages, an
undercurrent of accuracy throughout the course and learner empowerment as the
main focus.
B. Definition of Community Language
Learning
Community language learning (CLL) is an approach in which students work together
to develop what aspects of a language they would like to learn. The teacher
acts as a counselor while the learner acts as a collaborator (client), although
sometimes this role can be changed.
C. Principles of Community Language
Learning
1. Building a relationship with and
among students is very important.
2. Any new learning experience can be
threatening. Students feel more secure when they have an idea of what will
happen in each activity. People learn no defensively when they feel secure.
3. The superior knowledge and power of
the teacher can be threatening. If the teacher does not remain in the front of
the classroom, the threat is reduced and the students’ learning is facilitated.
4. The teacher should be sensitive to
students’ level of confidence and give them just what they need to be
successful.
5. Teacher and students are whole
persons. Sharing about their learning experience allows learners to get to know
one another and to build community.
6. The teacher ‘counsels’ the students.
He does not offer advice, but rather shows them that he is really listening to
them and understands what they are saying.
7. Learning at the beginning stages is
facilitated if students attend to one task at a time.
8. The teacher encourages student
initiative and independence, but does not let students flounder in
uncomfortable silences.
D. Characteristic of Community Language
Learning
1. Students typically have a
conversation using their native language.
2. The teacher helps them express what
they want to say by giving them the target language translation.
3. These words are recorded, and when
they are replayed, it sounds like a fairly fluid conversation.
4. Later, a transcript is made of the
conversation, and native language equivalents are written beneath the target
language words.
5. The transcription of the conversation
becomes a ‘text’ with which students work.
6. Various activities are conducted (for
example, examination of a grammar point, working on pronunciation of a
particular phrase, or creating new sentences with words from the transcript)
that allow students to further explore the language they have generated.
7. During the course of the lesson,
students are invited to say how they feel, and in return the teacher
understands them.
E. Technique of Community Language
Learning
1.
Tape Recording Student
Conversation (Students choose what they want to say, and their target
language production is recorded for later listening/dissemination)
2.
Transcription (Teacher
produces a transcription of the tape-recorded conversation with translations in
the mother language - this is then used for follow up activities or analysis)
3.
Reflection on Experience (Teacher
takes time during or after various activities to allow students to express how
they feel about the language and the learning experience, and the teacher
indicates empathy/understanding)
4.
Reflective Listening (Students
listen to their own voices on the tape in a relaxed and reflective environment)
5.
Human Computer (Teacher
is a "human computer" for the students to control - the teacher
stating anything in the target language the student wants to practice, giving
them the opportunity to self correct)
6. Small
Group Tasks (Students work in small groups to create new sentences using the
transcript, afterwards sharing them with the rest of the class)
G. Teacher’s and Students’ Role
(1) The teacher: The teacher’s initial role is
primarily that of a counselor. This means that the teacher recognizes how
threatening a new learning situation, can be for adult learners, so he
skillfully understands and supports his students in their struggle to master the
target language.
(2) The students: Initially the
learners are very dependent upon the teacher. As the learners continue to
study, they become increasingly independent.
E. Advantages and Disadvantages
Advantages
1. The counselor allow the learners to
determine type of conversation and to analyze the language inductively,
2. The student centered nature of the method
can provide extrinsic motivation and capitalized an intrinsic motivation.
Disadvantages
1. The counselor- teacher can become too
nondirective. Students often need direction.
2. Translation is an intricate and difficult
task. The success of the method relies largely on the translation expertise of
the counselor.
kalau "analyzing the specific features of community language learning in class" maksudnya apa ya
BalasHapushow to make money from gambling in the online casino - Work
BalasHapusLearn how to make money online with the online casino games and casino games offered by the gambling industry. To choegocasino get to deccasino know the best online casino หารายได้เสริม
Harrah's Reno, NV | Mapyro
BalasHapusFind the best Harrah's Reno Hotel and 계룡 출장마사지 Casino, 수원 출장샵 Montville 통영 출장샵 in Montville with detailed reviews, 인천광역 출장안마 photos, 아산 출장샵 directions, Hotel. Harrah's Reno.