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Cll community language learning
1. Community Language Learning (CLL) was developed by Charles Curran and applies counseling techniques to language learning. It redefines teacher and learner roles and takes a holistic view of learning. 2. CLL has no set syllabus but is topic-based, evolving based on learner messages. Activities include translation, group work, recording, transcription, analysis and reflection. Learners act as both clients receiving counseling and counselors for others. 3. The goal is near-native mastery through developing trust and security. Class procedure involves introducing oneself, explaining goals, conducting conversations, reflecting on feelings, and discussing grammar from recordings.
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Cll community language learning
- 1. Community Language Learning ( CLL ) Presentedby: SIWAR BDIOUI ATHIL MAHMOUDI
- 2. 1 – Background 2– Theory of language and learning 3 – Design ( Objectives , Syllabus , Activities , roles of learners and teachers , material ) 4 – Procedure CONTENT
- 3. A specialist in counseling anda professor of psychology . Charles A. Curran
- 4. 1-Background • CLL wasdeveloped by Charles A. Curran , • His application of psychological counseling techniques to learning is known as Counseling – Learning . • The term counseling means one person giving advice , assistance , and support to another who has a problem .
- 5. • CLL redefinesthe roles of teacher and learner. • Teacher = Counselor Learner = Client • CLL is also an example of Humanistic Approach , since it deals with the emotions and feelings as well as with linguistic knowledge and behavioral skills . • Humanistic techniques engage the Whole Person , including the emotions and feelings as well as linguistic knowledge and behavioral skill .
- 6. 2-Theory of languageand learning -Theory of language : • La Forge ( 1983 ) seems to accept that language theory must start with criteria for sound features , the sentence , and abstract models of language . • The foreign language learners’ tasks are to understand the sound system , derive meaning , and develop a basic grammar of the l2 .
- 7. • La Forgealso elaborates on the interactional view of language underlying CLL . • Language = people . • Language = persons in contact . • Language = persons in response . • CLL interactions are of two kinds : • Interactions between learners and • Interactions between learners and knowers .
- 8. • Interactions betweenlearners : • are unpredictable in content but typically involve exchanges of emotion . • Interactions between learners and knowers : • Is initially dependent . • The learner tells the knower what he or she wishes to say in target language and the knower tells the learner how to say it .
- 9. -Theory of learning: • The techniques of counseling could be applied to learning in general ( Counseling Learning ) , and to language teaching in particular ( CLL ) . • The CLL view of learning is a holistic one , since true human learning is both cognitive and affective ( This is termed whole-person ). • Such learning takes place in a communicative situation where teachers and learners are involved in an interaction .
- 10. • The processis divided into five stages and compared to the development of a child . • Five stages are both psychological and linguistic . • The first three are entry stages and the last two are of increasing maturity .
- 11. • In thefirst , birth stage , feeling of security and belonging are established . • In the second , the learner begins to achieve a sense of independence from the teacher . • By the third ,the learner speaks independently • The fourth stage sees the learner as secure enough to take criticism . • By the last the learner merely works upon improving style and knowledge of linguistic appropriateness .
- 12. • According toCurran there are six factors which are essential to non-defensive whole person learning process . • 1- A sense of security . • 2- Paying attention to language in all its forms. • 3- Experience a feeling of self-assertion and aggression when ready .
- 13. 4- Reflection andparticipation in class activities. 5- Internalization by retention at a deep level . 6- Discrimination among the various elements of language and their functions .
- 14. 3-Design -Objectives : The goalof this method is attaining near- native mastery of the target language . Specific goals include developing a whole person learning process and a trusting relationship among the members of the class .
- 15. -The syllabus : •CLL does not use a conventional language syllabus , which determines in advance the grammar , vocabulary , and other items to be taught in specific orders . • The course progression is topic based with learners choosing the message they wish to communicate to other learners in the class . • It evolves its own syllabus .
- 16. -Type of learningand teaching activities : • CLL combines innovative learning tasks and activities with more traditional ones . • They include : • 1- Translation 2- Group work • 3- Recording 4- Transcription • 5- Analysis 6- Reflection and Observation • 7- Listening 8- Free conversation
- 17. -Learner roles : •Learners become members of a community . • Learner = Client • Learn through counseling with their teacher and classmates . • They listen carefully to the knower , repeat the target utterances , support fellow members of the community , report deep inner feelings , and act as counselors to other learners .
- 18. -Teacher roles : •Plays the role of counselor . • Respond calmly and nonjudgmentally . • Having a supportive manner . • Help the client to understand the problems better . • Provide a safe environment .
- 19. More specific teacherroles are : • Provide target language translations . • Monitoring learner utterances . • Providing assistance when requested . • May intervene directly to correct the problem. • Advise on usage of grammar .
- 20. -The role ofinstructional materials : • Since a CLL course develops out of the interactions among the members of the community , a textbook is not considered a necessary component . • Material may be developed by the teacher as the course develops . • Conversation may also be transcribed and distributed for study and analysis . • Learners may work in groups to produce their own materials .
- 21. 4-Procedure : • Consistsof six to twelve students sitting in a circle . • Students have visual contact with each other . • Teacher is out of the circle . • Teacher walks behind the students to provide assistance .
- 22. -Activities of theclass : • 1- The students introduce themselves to each other in L1 . • 2- The teacher explains the goals and activities of the course . • 3- A conversation in L2 takes place : • 4- Students think about the process and they are asked to express their feelings about the experience .
- 23. • 5- Theinstructor chooses some sentences from the recorded material and writes them on the board to discuss the elements of grammar , spelling , and capitalization . • 6- Students are encouraged to ask questions . • 7- Students are encouraged to copy sentences from the board with notes on meaning and usage .