1. COMMUNITY LANGUAGE LEARNING (CLL)

2. Background developed by Charles Curran in the 1970s
primary insights from Rogerian counseling theory
counselor client
(knower) teacher (learner) student

3. self actualization and self-esteem help to foster a caring climate
Maskowitz’s Humanistic Techniques which engages the whole person:
blend what students feel, think, and know with what they are learning in target language
self actualization and self-esteem
help to foster a caring climate
emotions and feelings as well as linguistic knowledge and behavioral skills

4. Language Alternation;
(another language teaching tradition which CLL is linked )
- Mackey: A message, lesson or class is presented first in the native language and then, in the target language before overhears.

5. Approach;
Theory of Language;
the social-process view of language +
the Interactional view of language

6. La Forge’s Alternative Theory;
beyond the structuralist view of language which means Language as a Social Process.
Communication;
Not just a message,
Not just the uniderectional transfer,
Speaker = listener = subject and object of the message.

7. Verbal Sender  Message Receiver
<the information-transmission model>
Verbal
Sender  Message Receiver
< the social-process model>

8. “Language is persons in contact”.
“Language is persons in response”.
La Forge

9. The interactional view;
- interactions between learners
unpredictable
- interactions between learner and knower
dependent and independent

10. Stages;
in stage 1; dependent
in stage 2; self-assertive
in stage 3; resentful & indignant
in stage 4; tolerant
in stage 5; independent

11. Theory of Language Learning
Whole-person Learning ( cognitive and affective )
-a holistic one
-analyzed into five stages

12. Whole person learning stages;
1- feelings of security and belonging
2- independence
3- speaking independently
4- mature enough to take criticism
5- improving the knowledge of linguistic

13. Convalidation or Consensual Validation
S stands for security
A stands for attention and aggression
R stands for retention and reflection
D stands for discrimination
“SARD” By Curran

14. Design Objectives
encouraging the students to take more responsibility
learning how to learn from one another
using the target language communicatively

15. The Syllabus the teaching of oral proficiency
a topic based course progression
emerging from the interaction between learners and teachers
detailed and specific grammar and lexical points isolated by the teacher

16. Learning Activities Analysis Reflection and observation Listening
Free conversation
Translation
Group work
Tape-recording
Transcription

17. Roles of Learners Being a member of the community, Listening carefully
Telling messages independently
Repeating messages without any hesitation
Expreesing feelings, frustration
Being counselor of other learners

18. Roles of Teachers Encourager Supporter Monitoring relationship
Politely criticiser
advicer

19. Instructional Materials
a textbook isn’t necessary
developed by the teachers as the course develops
projector, tape recorder
scripts for conversations developed by the students.

20. Procedure informal greeting statement of the goals and guidelines
sitting in a circle
conversations and messages given by the student in the L1
Translation of it into the target language by the teacher
repetition for the tape recorder

21. Replaying the tape recorder for refreshing what have learned by repeating
Reflection
Elements of Spelling, Grammar, Capitalization
Asking questions about the lesson
Copying sentences from the board with notes on meaning/usage.

22. Enhancing the security
What is the role of the native language in CLL?
Enhancing the security
Providing a bridge from the familiar to the unfamiliar
Making the meaning clear

23. Weaknesses a lack of grammatical syllabus unclear objectives
focus on fluency rather than accuracy
difficulty in evaluation

24. What areas of language skills are emphasized
What areas of language skills are emphasized? - Culture is the integral part of language learning, and language is for creative and critical thinking. - The most important skills are understanding and speaking the language and then, reading and writing with reinforcement.