Community Language Learning (CLL)

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.