Community language tesol 1

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Community Language
Learning English

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Community language tesol 1

  1. 1. L/O/G/O UNIVERSIDAD MAGISTER TESOL 1 COMMUNITY LANGUAGE By Jose Contreras M. Nov 06th
  2. 2. www.themegallery.com Contents 4 HISTORICAL VIEW1 2 3 5 CHARACTERISTICS S – T RELATIONSHIP STAGES EVALUATION
  3. 3. www.themegallery.com The Community Language Learning Method takes its principles from the more general Counseling-Learning approach. It was developed by Charles A. Curran. Curran believed that a way to deal with the fears of students is for teachers to become ‘language counselors.’. WHERE WHY WHO
  4. 4. www.themegallery.com Goals (1) Teachers want their students to learn how to use the target language communicatively. (2) They want their students to learn about their own learning. (3) They want their students to take increasing responsibility for their own learning. (4) They want their students to learn how to learn from one another.
  5. 5. www.themegallery.com Characteristics Support Responsibility Communication Helping sts to learn how to use the target language communicatively. Helping sts about their own learning by taking increasing responsibility for it. Helping students how to learn from one another.
  6. 6. www.themegallery.com Students decide topics Language translation L2 Inductive Security Teacher L Counselor
  7. 7. www.themegallery.com Consider not only students’ intellect, but also have some understanding of the relationship among students’ feelings, physical reactions, instinctive protective reactions, and desire to learn. ‘whole-person’ learning
  8. 8. www.themegallery.com Emphasis 1- In the early stages, typically the students generate the material 2- Later on, after students feel more secure, the teacher might prepare specific materials or work with published textbooks. 3- Particular grammar points, pronunciation patterns, and from language generated. 4- The most important skills are understanding and speaking the language at the beginning, with reinforcement through reading and writing.
  9. 9. www.themegallery.com S-T Relationship I. Role 1. Teacher’s role: a counselor 2. Student’s role: dependent → independent I. Interaction Teacher-Student-Centered 1. Teacher’s part a. In charge & provide direction b. Structure the class c. Physically remove from the circle 2. Student’s part a. Be assertive to have conversation b. Take more and more responsibility c. Interact with each other
  10. 10. www.themegallery.com Stages - Design Techniques Principles Situation/ Effect 1-Tape recording students’ conversation Motivation for learners and being able to recall the meaning in first conversation Short Conversation 2-Reflection on experience Students reflect on what they have experienced Students share their difficulties and experiences in the process of learning 3-Transcription The opportunity to translate his or her utterances Dialogue- translate native language to English
  11. 11. www.themegallery.com Techniques Principles Situation/ Effect 4-Reflective listening Students need quiet reflection time in order to learn Concentration on new language learning 5-Human Computer Enable students develop an inner wisdom about where they need to work Increased learner’s spontaneity in learning English 6-Small group tasks Students can begin to feel a sense of community and learn from each other Encouraged cooperation, not competition among learners
  12. 12. www.themegallery.com Evaluation It should be in keeping with the principles of the method. Oral interview Write a Paragraph Integrated TEST Sts should be ready for it. It is likely that teachers would encourage their students to self-evaluate—to look at their own learning and to become aware of their own progress.
  13. 13. www.themegallery.com Errors? How does the teacher respond to student errors? Teachers should work with what the learner has produced in a non-threatening way. One way of doing this is for the teacher to repeat correctly what the student has said incorrectly, without calling further attention to the error.
  14. 14. www.themegallery.com Conclusions •CLL seems to be particularly useful with both lower-level to intermediate learners •With higher-level learners it's useful to have a task which will raise the level of challenge •The language focus resulting is relevant and authentic, tailored to the learners real linguistic needs. •It can produce personalized and memorable speaking •It helps keep classroom from familiar to unfamiliar in English situations.
  15. 15. www.themegallery.com •It's a good way to focus on pronunciation •It can consolidate and extend textbook work •Learners in general respond well to the procedure •It's particularly motivating for students •The class structure can balance the group dynamic in the case of dominant learners •Adults may have problems of self-consciousness with the taping.
  16. 16. L/O/G/O Thank you!

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