Week 8 Community Language Learning (CLL) Methods Week 8 Community Language Learning (CLL) 1

Homework Today’s Class- Ch. 6 – Community Language Learning (CLL) Read Ch 8 - TPR (Total Physical Response) First, in TP3 read the sections: Experience and Thinking About the Experience (pp. 104-108) Then use the TESOL Method Workbook (TMWB, pp. 50-53) As you re-read the chapter look at and answer the questions in the workbook

TESOL Method Workbook Open the book to page 46 Discuss questions 1-2: What is the goal? Human potential: How do we apply this to language learning? Do you think it is important aspect to consider in the teaching and learning process?

Community Language Learning CLL Consider the CLL video and the sample lesson in the textbook (86-90) and discuss the following: What did the T do to put these 4 learning assumptions into practice? Students as whole persons? People learn best when they feel secure? Ss should have opportunity to learn the language they want to learn T should understand how the Ss feel?

CLL On p. 47 discuss b-f with your partner or group members What language should be used the most in the classroom? Is translation permitted? When? Why? Does a T need to be bi-lingual to teach a class? What should we do in multi-lingual classes? How did T handle errors? Why didn’t the T call on Ss…only had Ss volunteer?

Humanism = Feeling of the Learners With Community Language Learning, we see for the first time a language teaching method that focuses primarily on the recognition of students as human beings, specifically on their feelings & emotions.

Feelings of the Learners (A Review) GTM & DM: ignored emotions ALM: Ss are merely organisms responding to stimuli SW: feelings can “get in the way” Desugg: the first to take feelings into acct., especially in terms of fear and its negative effects

CLL: Intro & Background The affective side of learning takes center stage In this method, the feelings & emotions of learners and their recognition as human beings are of fundamental significance Hence why it’s considered the first fully humanistic method

CLL: Intro & Background Basic Concepts of CLL “Learning is persons” – LL happens best in a relationship of trust, support and cooperation (T-S / S-S) Language learning is about becoming a part of a new community of language speakers Language learning necessitates a positive learning environment: safe, comfortable, supportive

CLL: Intro & Background Basic Concepts of CLL Language Learning mirrors the process of maturation It’s a developmental process like the one people go through in life (birth, childhood, adolescence and adulthood) As learners go through process of rebirth & development, T serves as a counselor to guide them through.

CLL: Intro & Background Whole Person Learning CLL advises Ts to consider Ss as “whole persons” A balance between Ss’ academic needs and emotional needs Considers not only the intellect, but also the relationship among feelings, physical reactions, instinctive protective reactions, and the desire to learn

CLL: Intro & Background Humanistic Techniques CLL belongs to a larger set of learning & teaching practices known as humanistic techniques. These blend what Ss feel, think and know with what they are learning. Rather than self-denial, it is the ideals of self-actualization and self-esteem that are pursued in Language Learning classroom.

CLL: Intro & Background Humanistic Techniques help build rapport, cohesiveness, and mutual support in the community. help Ss to be themselves, to accept themselves, to be proud of themselves. help foster a climate of caring & sharing in Language Learning classroom. engage the whole person, including the affective, cognitive, and behavioral dimensions of each learner.

Video: Humanistic Counseling In this video you will watch an introduction to the practice of humanistic counseling, developed by Carl Rogers. The principles of humanistic counseling underlie the approach known as Counseling-Learning, which was originally developed by Charles A. Curran and applied to language learning to form the method called Community Language Learning.

Video: Humanistic Counseling Things to look for Counseling environment / atmosphere Relationship between counselor & client Importance of the client as a person Unconditional Positive Regard (UPR) Significance of both self & community https://www.youtube.com/watch?v=Vvv3u3siZOY

Video Summary A warm, friendly environment is the key to counseling success – an atmosphere of warmth & acceptance Client centered – not given directives, they have complete control Focus on needs & goals of client, not predetermined goals of therapist

Video Summary No advice or homework – counselor guides the client toward self-discovery Counselor encourages clients to get in touch with & express their feelings Emotions play a large role, facilitate behavior – we act because we feel

Video Summary Self Theory: Self gradually emerges, particularly from interactions w/ others We learn to become ourselves by interacting with others We learn to accept ourselves by being accepted by others

Principles & Characteristics Counseling-Learning Community Language Learning uses insights from the humanistic approach to psychological counseling developed by Carl Rogers Community Language Learning: Charles A. Curran’s “Counseling-Learning” approach applied to language learning Curran: a specialist in Rogerian counseling and professor of psychology at Loyola U in Chicago

Principles & Characteristics Counseling-Learning Based on research on adult learning Curran’s findings: Adults often feel threatened by new learning situations Fear of change Fear of appearing foolish To deal with fears, Ts become counselors, Ss become clients

Principles & Characteristics Teacher-Counselor Not a psychologist or psychiatrist Rather, a skillful “understander” of the struggle faced by Ss as they attempt to internalize a new language Counseling: one person giving advice, assistance and support to another who has a problem or is in some way in need

Principles & Characteristics Teacher-Counselor Especially, a counselor listens empathetically, understands and relates to client Counselor’s role is to respond calmly, supportively & non-judgmentally, to help the client try to understand problems by applying order & analysis Through understanding, T-counselor indicates acceptance of the S-client

Principles & Characteristics Teacher-Counselor By understanding & being sensitive to Ss’ fears, T helps them overcome negative feelings and turn them into positive energy to stimulate learning Also key to relationship between T-counselor and learner-client are “convalidation” and “unconditional positive regard”

Principles & Characteristics Convalidation Consensual validation: for Curran, a key, procedural element of Community Language Learning classroom and essential to the learning process Convalidation: the development between T and learner of mutual warmth, understanding and positive evaluation of other’s worth

Principles & Characteristics Unconditional Positive Regard UPR: counselor’s unconditional acceptance & support of a client Essential to healthy development When Ts provide UPR, Ss develop sense of self-esteem and confidence, eventually moving toward self-actualization and becoming more successful lg learners

Principles & Characteristics View of Language Structural view accepted, including sound features & syntactic structures Language also viewed interactionally, as a human social process From Curran’s disciple La Forge: “Language is people; language is persons in contact; language is persons in response.”

Principles & Characteristics Language as Interaction Two fundamental types of lg interactions: between learners, and between learners & knowers Interactions between learners will deepen in intimacy as the class becomes a community of learners Desire to be a part of growing community - intimacy pushes Ss to keep pace with learning of peers

Principles & Characteristics Interaction: Learners & Knowers Language Learning goes through 5 stages and compared to maturation or becoming an adult. Process of learning a new language is like being reborn and developing a new persona, with all the trials & challenges of growing up and maturing

Principles & Characteristics Interaction: Learners & Knowers Stage 1: Birth Learner dependent on knower. L tells K what he wants to say in TL and K tells him how to say it. Feelings of security & belonging are established. Stage 2: Childhood Learner’s abilities improve, learner becomes self-assertive and achieves a measure of independence.

Principles & Characteristics Stage 3: Adolescence Learner speaks independently, may need to assert his or her own identity, often rejecting unasked-for advice or even becoming resentful and indignant Stage 4: Learner develops tolerance, grows secure enough to take criticism Stage 5: Adulthood The learner becomes a knower.

Techniques Translation Recording Conversations Transcription Reflection & Observation Reflexive Listening Human Computer Small group tasks

CLL