Ed ENG 300

COMMUNITY
LANGUAGE
LEARNING
PRESENTED BY:
DONALYN JOY TRIPOLI
Group 1
 BACKGROUND
• CLL was developed by Charles A. Curran
• His application of psychological counseling techniques to
learning is known as Counseling – Learning .
• The term counseling means one person giving advice ,
assistance , and support to another who has a problem
 A specialist
in counseling
and professor
of psychology.
CHARLES A. CURRAN
 •CLL redefines the rolesof teacher and learner.
Teacher= Counselor Learner = Client
•CLL is also an example of Humanistic Approach , since it deals
with the emotions and feelings as well as with linguistic
knowledge and behavioral skills .
•Humanistic techniques are those that blend what the student feels
, thinks and knows with what he is learning .
 •Humanistic techniques engage
the Whole Person , including the emotions and
feelings as well as linguistic knowledge and
behavioral skill .
 •Whole person learning means that teachers
consider not only their students’ intellect , but
they also have some understanding of the
relationship among students’ feelings , physical
reactions , and desire to learn .
TWO TYPES OF CLL INTERACTIONS

•Interactions between learners

•Interactions between learners
and knowers .
 INTERACTIONS BETWEEN LEARNERS
•are unpredictable in content but typically involve exchanges of
emotion .
•Learners are intimate as they become a community of learners and
the desire to be a part of this growing intimacy pushes learners to
keep pace with the learning of their peers .
 INTERACTIONS BETWEEN LEARNERS
AND KNOWERS
•Is initially dependent.
•Thelearner tells the knower what he or she wishes to
say in target language and the knower tells the learner
how to say it .
 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 ( CLL ) .
 THEORY OF LEARNING

•The CLL view of learning is a holistic one,

since true human learning is both cognitive and affective (This
is termed whole-person ).
•Such learning takes place in a communicative situation where
teachers and learners
are involved in an interaction.
•The process is divided into five stages and compared to
the development of a child .
•Five stages are both psychological and linguistic .
•The first three are entry stages and the last two are of
increasing maturity .
 FIVE STAGES
•1ST STAGE-birth stage , feeling of security
and belonging are established .
•2ND STAGE-the learner begins to achieve
a sense of independence from the teacher .
•3RD STAGE-the learner speaks
independently•
 FIVE STAGES
•4TH STAGE -sees the learner as secure
enoughto take criticism .
•5TH STAGE- the learner merely works upon
improving style and knowledge
of linguistic appropriateness .
 Six (6) factors which are essential to
non-defensive whole person learning process

1) A sense of security .
2) Paying attention to language
in all its forms.
3) Experience a feeling of self-assertion
and aggression when ready .
 Six (6) factors which are essential to
non-defensive whole person learning process

4) Reflection and participation in class activities .

5) Internalization by retention at a deep level .
6)Discrimination among the various elements
of language and their functions .
 DESIGN
•Objectives : The goal of this method is attaining near-
native mastery of the target language . Specific goals
include developing a whole person learning process and a
trusting relationship among the members of the class .
 SYLLABUS
•CLL does not use a conventional language syllabus , which determines in
advance the grammar , vocabulary , and other items to be taught in specific
orders .
•The course progression is a topic based with learners choosing the message
they wish to communicate to other learners in the class.
•It evolves its own syllabus.
 TYPE OF LEARNING &
TEACHING ACTIVITIES
1-Translation 2-Group work
3-Recording 4-Transcription
5-Analysis 6- Reflection & Observation
7- Listening 8- Free conversation
 LEARNERS ROLE

• Learners become members of a community .

•Learner = Client
•Learn through counseling with their teacher and
classmates .
 LEARNERS ROLE

•They listen carefully to the knower , repeat the target

utterances , support fellow members of the community ,
report deep inner feelings , and act as counselors to other
learners .
 TEACHERS ROLE
• Plays the role of counselor .
•Respond calmly and nonjudgmentally .
•Having a supportive manner .
•Help the client to understand the problems better .
Provide a safe environment
 TEACHERS ROLE
•Provide target language translations .
•Monitoring learner utterances .
•Providing assistance when requested .
•May intervene directly to correct the problem.
•Advise on usage of grammar.
 ROLE OF THE INSTRUCTIONAL MATERIALS

•Material may be developed by the teacher

as the course develops .
•Conversation may also be transcribed and distributed for study
and analysis .
•Learners may work in groups to produce
their own materials .
 ACTIVITIES IN CLASS
1)The students introduce themselves to each other in L1
2) The teacher explains the goals and activities of the course .
3) A conversation in L2 takes place :
4)Students think about the process
and they are asked to express their feelings
about the experience .
 ACTIVITIES IN CLASS
5) The instructor chooses some sentences from the recorded material
and writes them on the board to discuss the elements of grammar ,
spelling , and capitalization .
6) Students are encouraged to ask questions .
7) Students are encouraged to copy sentences from the board with notes
on meaning and usage .
End of presentation,

THANK
YOU
for listening!