Community Language Learning (CLL) is a language teaching method developed by Charles Curran in 1972. It involves a 5 stage process: 1) Students sit in a circle around a tape recorder to create a community atmosphere while discussing topics. 2) Students say what they want to say in their native language and the teacher discreetly translates it. 3) Students discuss how the recording went. 4) Students listen to the recording and transcribe it with teacher help. 5) Students analyze the language used in the conversation. CLL aims to create a non-threatening environment where students feel autonomous in practicing spoken English within a community.

2. What does this picture imply?

3. Community Language
Learning
(CLL)

4. • Developed by Charles A. Curran ,a professor of
psychology in Chicago, in 1972.
• Known as “Whole-person” learning
or “counselor- client learning”.

8. Stage 1
 Students sit in a circle around a tape
recorder to create a community
atmosphere.
 Students think about what they'd like to talk
about. To avoid a lack of ideas, the teacher
suggests ones.

9. Stage 2
 Students say in their L1 what they'd like to
say and the teacher discreetly come up
behind them and translate the language
chunks into English “Human Computer”.
 When they feel ready to speak, students in
turn record their sentences in English.
 This continues until a whole conversation
has been recorded.

10. Stage 3
 Next the students discuss how they think
the conversation went. They can discuss
how they felt about recording and whether
they felt more comfortable speaking aloud
than they might do normally.
 This part is not recorded.

11. Stage 4
 Next they listen to the tape and transcribe
their conversation. Teacher only intervenes
when they ask for help.
 Teacher reads the transcription many times
asking for equivalents.
 Teacher aims to distance himself from the
whole process in terms of leading and
pushes them to do it themselves.

12. Stage 5
 Teacher gets students to analyze the
language. This involves looking at the form
of tenses and vocabulary used and why
certain ones were chosen.
 With higher levels, students can decide what
parts of conversation they would like to
analyze. With lower levels, teacher can
guide the analysis by choosing the common
problems noted in the recording or the
transcription.

13. Using a list, analyze the
previous techniques of CLL to
elicit its main principles..

14. Teacher's RoleStage 5 of a counsellor
is that
and a supporter. The teacher stands
behind the students to reduce
students’ threatening factors of
anxiety and fear.

15. Stage 5
Students' Role is initially dependent
on the teacher. As s/he goes on
studying the language he becomes
more and more independent.

16. Stage 5
Syllabus is developed in terms of
students' communication needs.

17. An integrative test where Students are
Stage 5
asked to write a paragraph or they can
be given an oral interview.

19. CLL offers Learners autonomy (analyzing
their own conversations).
CLL works especially well with lower levels
who are struggling to produce spoken English.
CLL makes the class a real community where
students become much more aware of their
peers.
CLL creates a non-threatening atmosphere .
CLL practices a dynamic, creative learning.

20. Lack of Spontaneity.
Time Consuming.
Poor Translation.
Large Classes.
No syllabus specification.

21. With your partner, tick the
appropriate completion.

22. "learning is viewed as a unified,
personal and social experience.“
Charles A. Curran

23. Thanks for Listening

24. - Larsen-Freeman, Diane, Anderson, Marti. Techniques
& Principles in Language Teaching. Oxford University
Press, 2011.
- Larsen-Freeman, Diane. Techniques & Principles in
Language Teaching. Oxford University Press, 2000.
- Richardson, Jack C, Rogers, Theodore S. Approaches
and Methods In Language Teaching. Cambridge
University Press, 1986.
-http://www.britishcouncil.org
- http://www.iteslj.org
- http://www.aub.edu.lb/main/Pages/index.aspx