1. Community Language Learning

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

3. 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

4. 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.

5. 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 !!

6. 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.

7. 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

8. 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.

9. 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)

10. 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

11. 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

12. 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

13. 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

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

15. 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

16. 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

17. Whole Language

18. 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

19. 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

20. 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

21. 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

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

23. 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

24. 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)

25. 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