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

2. 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 )
Then use the TESOL Method Workbook (TMWB, pp ) As you re-read the chapter look at and answer the questions in the workbook

3. 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?

4. 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?

5. 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?

6. 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.

7. 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

8. 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

9. 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

10. 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.

11. 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

12. 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.

13. 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.

14. 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.

15. 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

16. 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

17. 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

18. 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

19. 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

20. 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

21. 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

22. 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

23. 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”

24. 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

25. 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

26. 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.”

27. 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

28. 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

29. 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.

30. 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.

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

32. CLL