Community_Languageasdfsdf_Learning.ppt

7/29/2019 Community_Languageasdfsdf_Learning.ppt

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Community languagelearning (CLL)

NeoEnglish.co.nr


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CLL one of the so-called designermethods

Arose in the flurry of methodologicalexperimentation in the 1970s, forms part ofthe Humanistic Approach to language learning.

Emphasisesd the learners responsibility fortheir own learning.

The founder figure was Charles Curran, an

American Jesuit priest. primarily designed for monolingual

conversation classes where the teacher-counsellor would be able to speak the learners'

L1.


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How it works in theclassroom


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Stage 1- Reflection

I start with students sitting in a circle around atape recorder to create a community

atmosphere.

The students think in silence about whatthey'd like to talk about, while I remainoutside the circle.

To avoid a lack of ideas students canbrainstorm their ideas on the boardbefore recording.


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Stage 2 - Recorded conversation

Once they have chosen a subject the students tell mein their L1 what they'd like to say and I discreetlycome up behind them and translate the languagechunks into English. With higher levels if the students feel comfortable

enough they can say some of it directly in Englishand I give the full English sentence. When they feelready to speak the students take the microphone andrecord their sentence.

It's best if you can use a microphone as the soundquality is better and it's easier to pick up and put

down. Here they're working on pace and fluency. They

immediately stop recording and then wait untilanother student wants to respond. This continuesuntil a whole conversation has been recorded.


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Stage 3 - Discussion

Next the students discuss how theythink the conversation went. Theycan discuss how they felt abouttalking to a microphone and whetherthey felt more comfortable speakingaloud than they might do normally.

This part is not recorded.


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Stage 4 - Transcription

Next they listen to the tape andtranscribe their conversation. I onlyintervene when they ask for help.

The first few times you try this with aclass they might try and rely on you a lotbut aim to distance yourself from the

whole process in terms of leading andpush them to do it themselves.


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Stage 5 - Language analysis

I sometimes get students to analyse the language thesame lesson or sometimes in the next lesson. Thisinvolves looking at the form of tenses and vocabularyused and why certain ones were chosen, but it will

depend on the language produced by the students. In this way they are totally involved in the analysis

process. The language is completely personalised andwith higher levels they can themselves decide whatparts of their conversation they would like to analyse,whether it be tenses, lexis or discourse.

With lower levels you can guide the analysis bychoosing the most common problems you noted inthe recording stages or by using the finaltranscription.


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Pros

Learners appreciate the autonomy CLL offersthem and thrive on analysing their ownconversations.

CLL works especially well with lower levels whoare struggling to produce spoken English.

The class often becomes a real community, notjust when using CLL but all of the time. Studentsbecome much more aware of their peers, their

strengths and weaknesses and want to work asa team.


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Cons

In the beginning some learners find itdifficult to speak on tape while othersmight find that the conversation lacks

spontaneity. We as teachers can find it strange to

give our students so much freedom andtend to intervene too much.

In your efforts to let your studentsbecome independent learners you canneglect their need for guidance.

Date post:	04-Apr-2018
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Community_Languageasdfsdf_Learning.ppt

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