CLL community language learning slide which represented by Mohammad Heidari from Iran-Mofid University

1. (CLL) Community Language Learning

2. Origin
Charles Curran

3. Stage 1 Reflection
Stage 2 Recorded conversation
Stage 3 Discussion
Stage 4 Transcription
Stage 5 Language analysis
Stages

4. THEORY :
. Also known as ‘ Counseling – learning ’ .
. It’s a good method to practice speaking and listening .
. Teacher’s and students’ role :
[ Teacher = Counselor / Students = Client ]
. Relationship between teacher and students :
[ dependency  independency
]

5. . Native language are permitted among students .
. Translation will be provided by the teacher .
. Specially created for adult learner who might fear
to appear foolish .
. Students apply the target language independently when
they feel confident enough to do so .
. Students are encouraged to express how they feel about
the learning process .

6. Activities :
1 ) Translation
Students form a circle
A student speak out in his/her mother tongue
Teacher translate it into the target language

7. 2 ) Tape recording
Students speak out in their mother tongue
Teacher translate the language chunks into target language
Students repeat the chunks in target language
Only target language production are recorded

8. 3 ) Reflection on experience
Teacher takes time after carry out various activities
Students are allow to express how they feel about the
activities
Teacher indicates understanding / empathy

9. 4 ) Group work
Tasks like discussion of a topic , preparing a
conversation are given
Students work in a small groups to complete the task
Present it to the rest of the class

10. ADVANTAGES :
. Works well with lower levels students who are struggling
in spoken English .
.
Lower students’ anxiety and overcome threatening
affective filter.
.
It creates a warm , sympathetic and trusting relationship
between teacher and learners .
.
Counselor allow the learners to determine type of
conversation .
. Train students to become independent .

11. DISADVANTAGES :
. Some learners find it difficult to speak on tape .
. In order for students to become independent , teacher
might neglect the need for guidance .
. Teacher has to be highly proficient in the target language
and in the language of students .
. Translation is an intricate and difficult task . The success
of this method relies largely on the counselor’s
translation .
. It is time consuming to carry out .

12. Six elements of nondefensive learning
1.Security
2.Aggression
3.Attention
4.Reflection
5.Retention
6.Discrimination

13. Working with large classes
Some obstacles
•Working with monolingual or multilingual classes
•Working with large classes

14. Techniques
Techniques
Principles
Situation/ Effect
Tape recording
students’
conversation
Motivation for
learners and able to
recall the meaning in
first conversation
Short Conversation
Reflection on
experience
Students reflect on
what they have
experienced
Students share their
difficulties and
experiences in the
process of learning
The opportunity to
translate his or her
utterances
Dialogue- translate
native language to
English
Transcription

15. Techniques
Techniques
Principales
Situation / Effect
Reflective listening
Students need quiet
reflection time in
order to learn
Concentration on new
language learning
Human Computer
Enable students
develop an inner
wisdom about where
they need to work
Aroused learner’s
spontaneity in
learning English
Students can begin to
feel a sense of
community and learn
from each other
Encouraged
cooperation, not
competition among
learners
Small group tasks

16. Pros
1. Learners appreciate the autonomy CLL offers them and helps to
improve analyzing their own conversations.
2. CLL works especially well with lower levels who are struggling to
produce spoken English.
3. The students learn to communicate and use the cognitive knowledge
from the very beginning in order to practice the rules of the target
language before they formulate their individual sentences or
utterances.
4. The class often becomes a real community, not just when using CLL
but all of the time. Students become much more aware of their
peers, their strengths and weaknesses and want to work as a team.
5. To learn how to use the target language communicatively.
6. Helping students how to learn from one another.
7. Helping students about their own learning by taking increasing
responsibility for it.
8. Lowers learners’ anxiety

17. Cons
1. Counselor/teacher can be non-directive
2. In the beginning some learners find it difficult to speak on
tape. (phonophobia)
3. Learners might find that the conversation lacks
spontaneity.
4. Teachers can find it strange to give their students so much
freedom and tend to intervene too much.
5. The presentation of this method in the classroom is
process-based and not content-based which makes it
difficult to build the outline of this method.
6. Time control
7. Student number control

18. Represented by:
Mohammad Heidari
IRAN Mofid University***englishpts@mail.com