Community Language Learning

Suggestopedia

Alya Endah Fajriati (F1021171029)

TEFL Methodology
 COMMUNITY LANGUAGE LEARNING

♦ Background
Community Language Learning (CLL) is the name of a method
developed by Charles A. Curran, that represents the use of
Counseling-Learning theory to teach languages. It draws on
the counseling metaphor to redefine the roles of the teacher
(the counselor) and learners (the clients) in the language
classroom. The basic procedures of CLL can thus be seen as
derived from the counselor-client relationship.
♦ Approach : Theory of Language

A theory of language built on "basic sound and grammatical

patterns" does not appear to suggest any departures from
traditional structuralist positions on the nature of language.
However, the recent writings of CLL proponents deal at great
length with what they call an alternative theory of language,
which is referred to as Language as Social Process.
This social-process view of language is then elaborated in
terms of six qualities or subprocesses.
♦ Approach : Theory of Learning

Curran’s counseling experience led him to conclude that the

techniques of counseling could be applied to learning in general
(Counseling-Learning) and to language teaching in particular. The
CLL view of learning is a holistic one, since “true” human learning
is both cognitive and affective. This is termed whole-person
learning.
A relationship characterized by convalidation is considered
essential to the learning process and is a key element of CLL
classroom procedures. A group of ideas concerning the
psychological requirements for successful learning are
collected under the acronym SARD
S : Security.
A : Attention and Agression.
R : Retention and Reflection.
D : Denotes discrimination
♦ Design

OBJECTIVES SYLLABUS

Does not use any

conventional syllabus
but the progression is
topic-based.
♦ Design

Types of Learning and Teaching Activities

GROUP WORK

ANALYSIS REFLECTION AND

OBSERVATION

TRANSCRIPTION
♦ Design

LEARNERS’ ROLES TEACHERS’ ROLES MATERIALS’ ROLES

to respond calmly
Become a member and non-
A textbook is not
of a community judgmentally, in a
considered
(their fellow supportive
necessary. Materials
learners and manner, and help
developed by
teachers) and learn the learner try to
teachers as the
through interacting understand his or
course develops.
with community. her problems
better by applying
order and analysis
to them.
♦ Procedure
1) Informal greetings and self-introduction.

2) The teacher state the goals and guidelines.

3) A foreign language conversation take place.

4) Student are asked to express their feelings about their

experience.

5) Teacher choose a sentence to write on board.

6) Students were encouraged to ask question about the material.

7) Students were encouraged to copy the sentence from board

with notes and meaning usage.
 SUGGESTOPEDIA

♦ Background
Suggestopedia is a method developed by Georgi Lozanov. It is a
specific set of learning recommendation derived from
Suggestology, which describes as a concerned systematic study
of the nonrational and/or nonconscious influences such as
decoration, room furniture, and arrangement of the
classroom, the use of music, and the authoritative behavior of
teacher.
♦ Approach : Theory of Language

Lozanov emphasizes the importance of experiencing language

material in “whole meaningful texts” and notes that the
suggestopedia course directs “the student not to vocabulary
memorization and acquiring habits of speech, but to acts of
communication” (Lozanov 1978:109). He refers most often to
the language to be learned as “the material.”
♦ Approach : Theory of Learning

Suggestion is at the heart of the theory of learning distinguished from

the “narrow clinical concept of hypnosis as a kind of static, sleeplike,
altered state of consciousness” (1978: 3). Here are six principal
theoretical components through which desuggestion and suggestion
operate and that set up access to reserves:
1) Authority
2) Infantilization
3) Double-planedness
4) Intonation, rhythm, and concert pseudo-passiveness
♦ Design

OBJECTIVES SYLLABUS

The course lasts 30 days and consists

of 10 units of study. Classes are held 4
hours a day, 6 days a week. The
central focus of each unit is a dialogue
consisting or 1,200 words or so, with
an accompanying vocabulary list and
grammatical commentary. The
dialogues are graded by lexis and
grammar.
♦ Design

Learning and Teaching Activities

DAY ACTIVITIES

- Last for half a day

- Discussing the general content
1 - Question and Answer session
regarding the dialogue

- Last for full day

- Imitation
2 - Question and Answers
- Reading

- Last for half a day.

- Make new combinations of
3 productions based on the
dialogues.
♦ Design

Learning and Teaching Activities

The type of activities that are more original are the listening
activities, which concern the text and text vocabulary of each
unit. These activities are typically part of the “pre-session
phase,” which takes place on the first day of a new unit. The
students first look at and discuss a new text with the teacher.
In the second reading, students relax comfortably in reclining
chairs and listen to the teacher read the text in a certain way.
♦ Design

LEARNERS’ ROLES TEACHERS’ ROLES MATERIALS’ ROLES

to create
situations in which Materials should
Learners must the learner is most have emotional
maintain a suggestible and force, literary
pseudo-passive then to present quality, and
state, in which the linguistics interesting
material rolls over material in a way characters in a way
and through them. most likely to that does not
encourage positive distract students
reception and from the content.
retention by the
learner.
♦ Procedure

Bancroft (1972) notes that the 4 hour class has three distinct parts.
1. Oral review section
2. Discuss section
3. Concert session
 THANKS!
ANY QUESTIONS?