Community Language Learning

Contents… ⑴Background ⑵Approach: theory of language and learning ⑶Design: objectives, syllabus, learning activities, roles of learners, teachers, materials ⑷Procedure ⑸Conclusion

Background -Community Language Learning Charles A. Curran: professor of psychology at Loyola University, Chicago 1) Counseling-Learning: psychological counseling techniques->learning What is counseling?: One person giving advice, assistance, and support to another who has a problem or is in some way in need Teacher=Counselor/ Learner=Clients

Background -Community Language Learning 2) Humanistic techniques: Moskowitz ….blend what the student feels, thinks, and knows with what he is learning in the target language. Rather than self-denial, self-actualization and self-esteem are the ideals the exercises pursue. (The techniques) help foster a climate of caring and sharing in the foreign language class. →Humanistic techniques engage the whole person, including the emotions and feelings as well as linguistic knowledge and behavioral skills. → Curran concludes from his counseling experience that “true” human learning is both cognitive and affective. This is termed whole-person learning.

Background -Community Language Learning 3) Language alternation: A message/lesson is presented first in native language and then again in the second language. Overhearing ? L1 L2 ? overhear L2 Learner Knower L2 !!

Approach: Theory of language and learning La Forge(1983, Curran’s student): Language as Social Process ①Interaction between learners: exchanges of affect ②Interaction between learners and knowers: dependent -Learner tells the knower what s/he wishes to learn, the knower tells the learner how to say it.

Approach: Theory of language and learning → For the whole-person learning, learner’s relationship with the teacher is central. The process of the relationship is divided into five stages and compared to the ontogenetic development of the child. First stage, “birth” stage: feeling of security and belonging is established Second stage: the child begins to achieve independence from the parent Third stage: the learner speaks independently and may need to assert his or her own identity, often rejecting unasked-for advice Fourth stage: the learner becomes secure enough to take criticism Last stage: learner merely works on improving style and knowledge of linguistic approaches

Approach: Theory of language and learning Consensual validation, convalidation : A relationship characterized by convalidation is considered essential to the learning process and is a key element of CLL classroom procedures.

Design: objectives, syllabus Progress : Topic- based - Learners nominate things that they wish to talk about syllabus emerges NO explicit linguistic, communicative objectives NO conventional language syllabus ( the lack of syllabus) Teacher’s reformulations of the learners’ interests or intentions Learners’ interests or intentions (student topics)

2. Translate into the target language 3. Repeat the target language Design: learning tasks and activities Learner 1. Translation 1. Whisper a message Learner Teacher 2. Translate into the target language 3. Repeat the target language Learner

Design: learning tasks and activities 2. Group work -Small-group discussion of a topic -Prepare conversation -Preparing a summary of a topic -Prepare a presentation of a topic 3. Recording -Record students’ conversation in target language

Design: learning tasks and activities 4. Transcription Transcribe the target language that they have recorded 5. Analysis Analyze and study the transcription in order to gain particular grammar rules and usages 6. Reflection and observation Share learners’ feelings and experience

Design: learning tasks and activities 7. Listening Listen to what they have learned by teacher 8. Free conversation Talk freely to other learners and teacher

Roles of Learner Roles of Teacher Client Initiator Member of community Counselor for other learners Counselor Adviser Encourager Translator Supporter Facilitator

Conclusion CLL places unusual demands on language teachers. -High proficiency in both L1, L2 -Knowledge in role of counselors in psychological counseling -Need to resist the pressure “to teach” in the traditional senses. -Without conventional materials, teachers must depend on student topics to shape and motivate the class

Conclusion Advantages VS Disadvantages Learner-centered Humanistic approach (lower learners’ stresses) The lack of a syllabus difficulties in evaluation, achievement Focus on fluency > accuracy Special training is needed

Whole Language

Background Created by U.S. educators concerned with the teaching of reading and writing in the native language Opposed to a “decoding” approach Emphasis on learning to read and write naturally with a focus on real communication Designed to help children and adults learn L2 in the same way that children learn their first language Communicative language teaching Natural approaches

Approach: theory of language Interactional perspective: language as a vehicle for human communication Heavy emphasis on authenticity Psycholinguistic perspective: language as a vehicle for internal interaction A functional model: language as something that is used for meaningful purposes and to carry out authentic functions

Approach: theory of learning Humanistic approaches Authentic Personalized self-directed Collaborative Constructivist theory: Knowledge is socially constructed Focusing on the learners’ experience, need, and interests

Design Major principles The use of authentic literature A focus on real and natural events Reading for the comprehension and for a real purpose Writing for a real audience Writing as a process through which learners explore and discover meaning The use of student-produced texts Integration of reading, writing and other skills student-centered learning Reading and writing in partnership with other learners

Design A collaborator An evaluator A selector A facilitator An active participant Real-world materials

Procedure 4 classroom features Activities The use of literature The use of process writing Encouragement of cooperative learning among students Concern for students’ attitude Activities Individual and small group reading and writing Ungraded dialogue journals Writing portfolios/conferences Student-made books Story writing

Procedure - An example of the use of literary pieces Parallel texts ►Examples of student activities 1. Think of the two different villages described. Which one would you choose to live in? Why? 2. Discuss what different kinds of stories might follow on the basis of the opening sentences and what the tone of the story will be? 3. Write two parallel text opening sentences in which you describe in different words a village you know. Ask a partner which village he/she prefers. “The village on the northern side of the 38th parallel frontier was ever so quiet and desolate beneath the high, clear autumn sky. White gourds leaned on white gourds as they swayed in the yard of an empty house.” “Cranes” by Hwang Sun-Won (translated by Kevin O’Rourke) “The northern village at the border of the 38th parallel was ever so snug under the bright high autumn sky. In the space between the two main rooms of the empty farm house a white empty gourd was lying against another white empty gourd.” “The Crane” by Hwang Sun-Won (translated by Kim Se-young)

Conclusion Advantages of Whole Language Focusing on experiences and activities that are relevant to learners’ lives and need Using authentic materials Facilitating the development of all aspects of a second language A rich array of materials that can offer an integrated approach to ESL instruction and that can be adapted for use in a wide variety of contexts Many useful activities for older learners