1. Community Language Learning
LING 306
TEFL METHODOLOGY I

2. Key words
Humanistic approach
S – A – R - D
5 stages of CLL

3. Background
Consider Ss as ‘whole-person ’- not only INTELLECTUALLY, but Ss’ feelings, physical reaction, instinctive protective reactions.
A Counseling-Learning approach.
Developed by Charles A. Curran, influenced by Carl Rogers’ humanistic psychology.
Humanistic psychology is a client centered approach observing the private mental world of the individual.
Mutual warmth, understanding and a positive evaluation of the person’s worth develops between the teacher and the learner

4. Background-cont.
He found that adults often feel threatened and foolish in a new learning situation.
T becomes ‘language counselor- someone who understands the struggle and insecurity in learning a new language.
T is understanding, sensitive, helpful and helps to overcome Ss’ negative feelings into positive energy in learning.
Language counselor – a language teacher combined with counseling skills and training.

5. Teaching Theory A whole-person model for education.
La Forge (student of Curran)-
5 stages of learning process as a whole person:
-Embryonic Stage : looking for security and sense of belonging.
-Self-assertion Stage: gradually obtaining competence in being independent.
Embryonic – initial stage, birth
Self assertion stage – child stage

6. Teaching Theory-cont.
-Reversal Stage : being able to speak independently, refuse unnecessary suggestions.
-Adolescence Stage : fully prepared with cognitive competence and be able to accept critics.
-Independent Stage : capable to have free conversation with others.

7. Teaching Theory-cont. Consensual validation ）： S- Security [1]
A- Aggression [2] , Attention [3]
R- Reflection [4] , Retention [5]（-what Ss remembered can be internalized into knowledge. Reflection
D- Discrimination [6]
Aggression – opportunities to assert themselves, to be actively involved in the learning experience should be given to ss.
Attention – ability to attend to many factors simultaneously
Reflection – ss reflect on the language and to stop and consider the active experience
Retention – the integration of new material that takes place
Discrimination – sorting our differences among target language forms

8. Teaching Theory-cont.
Student-centered- T is counselor, assistant. S is inquirer.
Code-switching- Ss use native lang. and then transit to target lang.
No planned lessons or teaching procedures. Learning is through the interaction between T and Ss.

9. Teaching Activities Translation: Ss ask in native lang.
T translates to target lang.
Small/pair group: discuss a topic,
a dialogue or a story.

10. Teaching Activities -cont.
Recording: Ss record the dialogue in target lang.
Transcribing: Ss transcribe the dialogue in target language in written form.

11. Teaching Activities -cont.
Analysing: Ss analyze the written dialogue
in target language.
Reflection and observation: Ss reflect
what they have learned in the classroom and make an oral report, including expressing their feelings.

12. Teaching Activities -cont.
Listening: Ss listen to T’s monologue.
Free conversation: Ss and T or other Ss can free talk or exchange experience.

13. Strengths of Community Language Learning
Students are interested in learning
Students gain independence – learner autonomy
Students learn inductive techniques
Non-threatening -CLL works especially well with lower levels who are struggling to produce spoken English.

14. Weaknesses Time is wasted Teacher can be a poor translator
Students have mixed languages
Insufficient time in school
Risks can be good in learning
No formal evaluation and assessment

15. Evaluation Will students benefit from CLL? How?
If you use the method, consider the areas that you will need to improve and the areas you find useful in a language classroom. What are they? Why do you want to change them?

16. Something to think about…
Curran:
‘Learning is personal. Real learning demands investment in self and others, and authentic relationship and engagement together.’