The Community Language Learning (CLL) method involves 5 stages: (1) reflection on conversations between learners and counselors, (2) recorded conversations, (3) discussion of conversations, (4) transcription of conversations, and (5) analysis of language used. It focuses on building learner independence and community through small group tasks, reflection, and transcription of conversations. While CLL gives learners autonomy, some challenges include counselors being too non-directive, learners' initial difficulty speaking on recordings, and lack of spontaneity in early conversations.

1. (CLL) Community Language Learning

2. Origin
Charles Curran
Paul La Forge
Carl Rogers

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

4. Five psychological stages from childhood to adulthood :
1. Birth : the learners know nothing of the target language,
and are completely dependent on the knower for everything
they want to say.
2. Self : the learners start to get an idea of how the
language works and to use it for themselves, but still seek
the knower’s help. They may, for instance tell the knower
what they want to say directly in the target language,
looking to the knower only for confirmation or correction.

5. Five psychological stages from childhood to adulthood :
3. Separate Existence : they start to use the language
without referring to the knower, and may even be resentful
of his/her attempts to help.
4. Adolescence : learners continue to express themselves
independently, but may be aware of gaps in their
knowledge, and start to turn back to the knower.
5. Independence : learners can continue their learning
independently. They no longer need the knower, and may
start to act as counselors for less advanced students.

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

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

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

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

10. 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

11. 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

12. Prepared by
Aytekin Aliyeva