Community language learning
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Community Language Learning (CLL) was developed by Charles Curran in Chicago in the 1970s-1980s. It is an approach where students work together in a circle with a tape recorder to develop the language aspects they want to learn. They reflect, have a recorded conversation, discuss what was said, transcribe the recording, and analyze the language used. CLL focuses on learner needs and works well for occasional lessons or with teenagers as it encourages peer learning and correction in a supportive community environment.
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Community language learning
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.
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This PPT mentions some basic information about The Communicative Approach or Communicative Language Teaching, it mostly focus on the Pedagogical Perspective.
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- Factors like stress, lack of motivation, and insufficient practice can create barriers to second language acquisition. Learners develop "interlanguages" that have properties of both their first and second languages. Over time, these systems may fossilize and cease developing.
- Negotiation of meaning through interactions like foreigner talk can help learners develop their second language knowledge and intake. Transfer from the first language can also influence second language production and cause errors.
Community language learning (CLL)
Community language learning (CLL) is a language-teaching approach in which students work together to develop what aspects of a language they would like to learn. It is based on the Counselling-approach in which the teacher acts as a counselor and a paraphraser, while the learner is seen as a client and collaborator.
Observing learning and teaching in the second language
This document discusses different methods for second language acquisition, including natural acquisition, traditional instruction, and communicative instruction. Natural acquisition is characterized by exposure to a variety of vocabulary and structures through natural interactions, without error correction and access to modified input. Traditional instruction focuses on rule presentation and error correction with limited discourse. Communicative instruction emphasizes interaction as the goal, incorporating group work, role plays, and a variety of language types without direct error correction. A table compares key aspects of the different methods, such as the presence of error correction, learning one thing at a time, availability of time and native speakers, and access to modified input.
Children VS Adult in Second-Language Learning
Children are generally better than adults at learning a second language in natural situations due to three key psychological factors: memory ability, motor skills, and an ability to learn through induction. However, adults are better than children at learning a second language in a classroom setting due to their greater ability to learn through explicit instruction and their cognitive maturity which helps them function better in a formal learning environment. The best conditions for second language learning are in an environment where both natural situations outside the classroom and formal classroom learning can be utilized, such as learning English in an English-speaking community/country.
Community Language Learning , the principles
The document outlines the principles of Community Language Learning. The teacher's goals are for students to learn communicatively, understand their own learning, take responsibility, and share knowledge with each other. The teacher takes on counseling, understanding, providing a safe environment, and generating non-defensive learning. Students progress through five stages from dependent infant to independent learner. Native language is used to bridge understanding. Interactions are student-teacher assertiveness or teacher-directed, and student-student cooperation. Language and culture are intertwined and used for communication and thinking. Errors are not immediately corrected but the correct form is repeated respectfully. Evaluation is non-traditional through self-evaluation, paragraphs, or interviews. The approach focuses on listening
Cognitive code learning
Cognitive code learning refers to a theory of second language teaching developed in the 1960s based on two models: cognitivist psychology focusing on mental processes involved in knowledge acquisition, and generative grammar which looks at structural applied linguistics. It was advocated by B. Carroll and Kenneth Chastain as an alternative to audiolingual methods. The teacher's role is to build on existing knowledge, help students relate new concepts to their own experiences, avoid rote learning, and clarify relationships, while the student takes greater responsibility for their own learning by learning from errors and connecting new knowledge to prior understanding.
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Community language learning
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.
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- Second language acquisition can occur through natural communication with others or through conscious learning. It is easier for children to acquire a second language, as there is often a "critical period" for language acquisition.
- Factors like stress, lack of motivation, and insufficient practice can create barriers to second language acquisition. Learners develop "interlanguages" that have properties of both their first and second languages. Over time, these systems may fossilize and cease developing.
- Negotiation of meaning through interactions like foreigner talk can help learners develop their second language knowledge and intake. Transfer from the first language can also influence second language production and cause errors.
Community language learning (CLL)
Community language learning (CLL) is a language-teaching approach in which students work together to develop what aspects of a language they would like to learn. It is based on the Counselling-approach in which the teacher acts as a counselor and a paraphraser, while the learner is seen as a client and collaborator.
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Children are generally better than adults at learning a second language in natural situations due to three key psychological factors: memory ability, motor skills, and an ability to learn through induction. However, adults are better than children at learning a second language in a classroom setting due to their greater ability to learn through explicit instruction and their cognitive maturity which helps them function better in a formal learning environment. The best conditions for second language learning are in an environment where both natural situations outside the classroom and formal classroom learning can be utilized, such as learning English in an English-speaking community/country.
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The document outlines the principles of Community Language Learning. The teacher's goals are for students to learn communicatively, understand their own learning, take responsibility, and share knowledge with each other. The teacher takes on counseling, understanding, providing a safe environment, and generating non-defensive learning. Students progress through five stages from dependent infant to independent learner. Native language is used to bridge understanding. Interactions are student-teacher assertiveness or teacher-directed, and student-student cooperation. Language and culture are intertwined and used for communication and thinking. Errors are not immediately corrected but the correct form is repeated respectfully. Evaluation is non-traditional through self-evaluation, paragraphs, or interviews. The approach focuses on listening
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Cognitive code learning refers to a theory of second language teaching developed in the 1960s based on two models: cognitivist psychology focusing on mental processes involved in knowledge acquisition, and generative grammar which looks at structural applied linguistics. It was advocated by B. Carroll and Kenneth Chastain as an alternative to audiolingual methods. The teacher's role is to build on existing knowledge, help students relate new concepts to their own experiences, avoid rote learning, and clarify relationships, while the student takes greater responsibility for their own learning by learning from errors and connecting new knowledge to prior understanding.
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Total physical response
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- Children acquire their first language effortlessly while learning a second language as an adult is more difficult due to factors like less constant interaction and influence from the first language.
- There is debate around the existence of a "critical period" for acquiring native-like proficiency in a second language. Affective factors like embarrassment can also influence second language learning.
- Krashen's theory of second language acquisition includes the concepts of acquisition vs learning, the Monitor Hypothesis, the Natural Order Hypothesis, the Input Hypothesis, and the Affective Filter hypothesis.
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Community language learning [ CLL ]
Community Language Learning (CLL) is a method for teaching language that uses the students' native language. The teacher acts as a counselor who translates between the native language and the target language. This creates a supportive relationship where students can express themselves freely in their native language at first. Over time, students build independence speaking in the target language through activities like translation, tape recording, reflection, and group work. CLL aims to reduce students' anxiety and help lower-level learners improve their speaking skills.
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Who will be involved
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The document discusses various methods for teaching foreign languages, including:
1) The grammar-translation method focuses on translating texts and learning grammar rules rather than oral skills.
2) Communicative language teaching (CLT) emphasizes using language for real communication and learning language in social contexts.
3) Task-based teaching places emphasis on activities and tasks for students to complete in class rather than on form.
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This document discusses theories of second language acquisition (SLA). It covers linguistic, psychological, and sociocultural theories including: Universal Grammar, Monitor Theory, Natural Order Hypothesis, Comprehension Input Hypothesis, Affective Filter Hypothesis, Behaviorism, Contrastive Analysis Hypothesis, Cognitive Psychology, Information Processing Theory, Connectionism, Processability Theory, Interactionist Perspectives, Sociocultural Perspectives, Interlanguage, Developmental Sequences, and the role of the first language and instruction in SLA. The document provides an overview of many influential theories that aim to explain how people learn a second language.
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3. Applying these principles involves focusing on language use rather than just knowledge, developing fluency as well as accuracy, and ensuring classroom learning prepares students for real-world language use.
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The document presents a summary of the critical period hypothesis in second language acquisition. It discusses studies that support the hypothesis, such as ones finding a correlation between younger age of exposure to a second language and better grammatical abilities. However, other studies discussed found evidence against the critical period, such as adult learners achieving native-like proficiency. While some debate around the critical period persists, the presenter ultimately believes age is not the sole or most important factor, and that additional individual differences need further study.
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Total physical response
Total Physical Response (TPR) is a language teaching method developed by Dr. James Asher that uses physical movements and actions in response to verbal commands to help students learn a new language. It is based on the theory that language is best learned through physical motor activity that traces memory connections in the brain. TPR focuses on beginner language learning through interactive physical activities but may have limitations for teaching abstract concepts or engaging shy students.
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- There is debate around the existence of a "critical period" for acquiring native-like proficiency in a second language. Affective factors like embarrassment can also influence second language learning.
- Krashen's theory of second language acquisition includes the concepts of acquisition vs learning, the Monitor Hypothesis, the Natural Order Hypothesis, the Input Hypothesis, and the Affective Filter hypothesis.
Second language acquisition
This document discusses key concepts in second language acquisition, including the distinction between learning and acquisition, affective factors that can impact adult L2 learning, methods and approaches to teaching languages, and components of communicative competence. It addresses differences between acquiring an L1 and learning an L2, barriers to L2 acquisition for adults, and theories like the critical period hypothesis. Input/output processing and the role of practice producing the L2 are covered. The concept of an interlanguage is introduced, as well as positive/negative transfer from the L1.
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Community Language Learning
Community Language Learning (CLL) is an approach to language teaching based on counseling theory. It views learning as a collaborative process achieved through interaction between learners and teachers, rather than an individual accomplishment. CLL involves learners presenting messages they want to convey to others in their native language, which the teacher then restates in the target language for the learner to repeat. This process is similar to client-counselor relationships in psychological counseling.
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Community Language Learning (CLL) is a method for teaching language that uses the students' native language. The teacher acts as a counselor who translates between the native language and the target language. This creates a supportive relationship where students can express themselves freely in their native language at first. Over time, students build independence speaking in the target language through activities like translation, tape recording, reflection, and group work. CLL aims to reduce students' anxiety and help lower-level learners improve their speaking skills.
Community language learning 1
Community Language Learning advises teachers to take their students as “whole person.” Students decide the topic and teachers act to like conselors. The learning is inductive.
Community Language Learning ( CLL )
The document describes Community Language Learning (CLL), an approach to language teaching developed by Charles Curran. CLL redefines teacher and learner roles, with the teacher as counselor and learner as client. Learning is viewed holistically, engaging the whole person through interactions between learners and knowers. CLL has no set syllabus but allows the course to evolve based on learner choices. Activities include translation, group work, recording and free conversation. The teacher takes on a counseling role to provide a supportive environment for learners.
Community language learning
CLL is an approach to language teaching where the teacher takes on the role of a counselor. It aims to make students feel comfortable in order to facilitate language learning. Teachers help students express themselves in the target language and structure class activities. Students are encouraged to interact, take responsibility for their learning, and learn from each other. The goal is for students to communicate in the language and learn about their own learning process. Key techniques include recording conversations, transcription, reflection, and group work.
CLL community language learning
CLL community language learning slide which represented by Mohammad Heidari from Iran-Mofid University
Community language learning
The document outlines the principles and techniques of Community Language Learning, an approach for teaching adult language learners. It aims to help learners overcome fears of appearing foolish by creating a supportive environment. Key aspects include building relationships, explaining procedures, setting time limits, and using the language for communication. Techniques involve using the native language, reflecting on experiences, accepting all contributions non-threateningly, and having students and teacher jointly make decisions.
Community language tesol 1
The Community Language Learning method aims to help students learn a new language by having the teacher take on the role of a language counselor. The goals of this method are to help students learn to communicate in the target language, learn about their own learning process, and take increasing responsibility for their learning. Key aspects of this method include students deciding topics, translating their native language to the target language, and an emphasis on inductive and whole-person learning. The teacher acts as a counselor and guides students from being dependent to independent learners through a structured process involving stages like recording conversations and reflecting on experiences.
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Community Language Learning (CLL) focuses on creating a supportive environment where learners feel comfortable communicating in the target language. It does not have explicit linguistic objectives or a standardized syllabus, instead allowing learners to nominate topics they want to discuss. Key activities include translation, group work like discussions and story preparation, recording conversations, transcription, analysis of language used, reflection on learning experiences, listening to teacher monologues, and free conversation. Learners progress through five stages of language acquisition over 5-7 years, with the teacher initially providing translation support and modeling but later monitoring for assistance as needed.
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Community Language Learning (CLL) was created by Charles Curran and aims to reduce language learning anxiety. It approaches teaching by viewing students as whole persons and having the teacher act as a counselor. CLL uses group work, recordings, transcription, and other collaborative activities. Learners first work to comprehend sounds, meanings, and basic grammar before speaking. There are five stages of development in CLL from initial security and belonging to eventual independence.
Community language learning ,by syarifah karmila sari
Community language learning (CLL) is a humanistic approach to teaching language developed by Charles Curran. It focuses on communication and views students as whole people. CLL emphasizes interaction between students and between students and teachers. Techniques include recording student conversations, transcription, reflection, and group tasks. Evaluation is done through student writing or interviews. When students make errors, teachers repeat what they said correctly without direct correction.
Community Language learning
The Community Language Learning method grew out of applying counseling techniques to language teaching. It views students as whole people and aims to understand their feelings. The teacher acts as a counselor/mentor rather than solely focusing on language skills. It emphasizes creating a secure environment for students to learn. Students and teachers jointly make decisions in class, with students actively discussing topics. Benefits include using language in personal interactions and cooperation between teachers and students. It works best in small groups and requires skilled teacher-counselors. The goal is to eliminate anxiety around learning a second language by emphasizing counseling over traditional teaching.
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Community language learning teaches foreign languages by explaining lesson objectives at the start of class. The teacher provides instructions and stimulates student discussion on topics to create a comfortable environment where students can freely respond. Students observed that this method can include boring activities but is generally an interesting approach focused on letting everyone wanting to learn speak in class.
Community language learning_cll1_son
Community Language Learning (CLL) was developed by Charles Curran in the 1970s, drawing from Rogerian counseling theory. It views language learning as a collaborative social process. Learners become members of a language learning community where they interact with each other and a teacher/counselor. In early stages, the teacher provides translations and models, but later focuses on monitoring and correcting when needed. The approach emphasizes oral proficiency, with topics and materials emerging from learner interactions. Learners progress from dependent to independent roles over five stages of whole-person language development.
Use Discourse to Access Language and Mathematics for English Learners
Extensive use of discourse in the classroom is a key practice to support the learning of English while learning mathematics. English learners are in varying stages of English language development, and discourse will increase their productive (oral and written) and receptive (listening and reading) language functions in addition to their comprehension of mathematics concepts. The Standards for Mathematical Practice expect students to reason, construct viable arguments, and critique the reasoning of others among other practices. Thus, classroom teachers need to provide support for students’ English language development to engage in these practices.
In this webinar, Mathematics Education Consultant Dr. Susie W. Håkansson shares the rationale for using discourse in the classroom, the role of productive and receptive language functions in the learning of mathematics, as well as examples of how to increase discourse in the classroom.
CLL community language learning
CLL community language learning slide which represented by Mohammad Heidari from Iran-Mofid University
English language teaching methodology
The document discusses the Community Language Learning teaching methodology. It focuses on whole-person learning and helping students overcome negative feelings through positive learning experiences. The teacher acts as a counselor and supports student independence while students engage in conversational transcription and reflection on language skills like pronunciation, grammar, and vocabulary. Techniques include tape recording student conversations, transcription, reflection, and small group work. Advantages and disadvantages are also discussed before concluding that learning involves both the whole person and a dynamic, creative process.
Silent way method
The Silent Way is a language teaching method created by Caleb Gattegno that makes extensive use of silence. The teacher uses silence to focus students, elicit responses, and encourage self-correction. While silent, the teacher helps with gestures and encouraging peer help. Students are responsible for problem-solving and hypothesis testing about language. Criticisms include that it is harsh and lacks communication, but advantages are creative, discovery-based long-term learning through problem-solving.
Cll community language learning
1. Community Language Learning (CLL) was developed by Charles Curran and applies counseling techniques to language learning. It redefines teacher and learner roles and takes a holistic view of learning.
2. CLL has no set syllabus but is topic-based, evolving based on learner messages. Activities include translation, group work, recording, transcription, analysis and reflection. Learners act as both clients receiving counseling and counselors for others.
3. The goal is near-native mastery through developing trust and security. Class procedure involves introducing oneself, explaining goals, conducting conversations, reflecting on feelings, and discussing grammar from recordings.
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Community language learning ,by syarifah karmila sari
Community language learning ,by syarifah karmila sari
Use Discourse to Access Language and Mathematics for English Learners
Use Discourse to Access Language and Mathematics for English Learners
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Advanced methodology for tesol 2
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.
Language teaching methods (1)
The document outlines 12 different language teaching methods:
1. Grammar-Translation focuses on accuracy over fluency through translation and grammar rules.
2. Cognitive Approach sees language as a set of skills learned through meaningful practice rather than memorization.
3. Audiolingual Method views language as habits formed through drill and repetition with immediate error correction.
4. Direct Method avoids translation and uses only the target language through demonstration and activities.
Community Language Learning
The Community Language Learning method (CLL) emphasizes creating a supportive learning community. In CLL:
- The teacher takes the role of "counselor" and students are called "clients" to create a non-threatening environment.
- Lessons involve students recording conversations in the target language and then transcribing and analyzing the language with guidance from the teacher.
- The goals are for students to learn communicatively while supporting each other's learning and for the teacher to value students' thoughts and feelings.
English 109.pptx
This document discusses humanistic approaches to teaching English as a second language that emerged in the 1970s, including the Silent Way method and Community Language Learning (CLL) method. The Silent Way method, developed by Caleb Gattegno, involves the teacher remaining silent to encourage student problem-solving. CLL, created by Charles Curran, focuses on student interaction and understanding language through collaboration. Both aim to make the student the center of learning rather than the teacher.
16108810032 Suci nurjanah
The document discusses various approaches to teaching English as a foreign language. It begins by describing teacher-centered and student-centered approaches. Teacher-centered approaches focus on the teacher imparting knowledge while student-centered approaches give students more freedom and focus on collaboration. It then summarizes 10 different language teaching methods: grammar translation, direct method, structural approach, oral approach/situational language teaching, audiolingual method, total physical response, silent way, communicative language teaching, natural approach, and task-based language teaching. For each method it provides a brief overview of the theories and techniques used.
English Language Teaching Methods
This document discusses various methods and approaches that have been used in English language teaching over time. It begins by defining methodology, approach, curriculum/syllabus, and techniques. It then outlines several historical approaches including the grammar translation method, direct approach, reading approach, and audio-lingual approach. More recent communicative and task-based approaches are also discussed. The document stresses the importance of considering students' needs, instructional constraints, and individual learner differences when selecting an approach.
Analysis of a Lesson
This document summarizes an observation of a Year 11 Music lesson focusing on the Baroque period. It provides ratings for elements of intellectual quality, quality learning environment, and significance according to a rubric. For intellectual quality, it found deep knowledge but uneven deep understanding among students. It observed higher-order thinking in performing but not analysis activities. For quality learning environment, it saw strong student engagement and support, though some were disengaged. It noted some use of background and cultural knowledge, but few connections beyond the classroom.
Community language learning
This slide briefly sums up the Second Language learning/teaching methodology as proposed by Charles Arthur Curran. Community Langugae Learning advocates the Counseling method of psychology to aid Target Language acquisition.
Audio lingual Method of teaching
The Audio-Lingual Method (ALM) was developed in the United States during World War II to teach soldiers foreign languages quickly through an oral-based approach using behaviorist techniques. ALM focuses on accurate pronunciation, grammar patterns, vocabulary, and quick responses through extensive repetition and drills. It was the dominant foreign language teaching method in the U.S. from the 1950s-1960s. However, it declined in popularity due to its limitations like boring lessons, inability to transfer skills, and lack of practical application.
Community language learning
Community Language Learning (CLL) is an approach to language teaching developed by Charles Curran based on counseling theory. It uses a humanistic approach where students sit in a circle and the teacher acts as a counselor, translating messages between the first language and the target language to help students communicate. CLL focuses on creating a supportive environment where students learn collaboratively through discussion, reflection, and independent practice. The method aims to develop students' language ability through five stages that mirror child development, but does not rely on conventional textbooks or syllabi.
Audiolingualmethod.nadia.bat
The document discusses the Audio-Lingual Method, an approach to foreign language teaching developed in the 1940s. It emphasizes speaking and listening over reading and writing, uses dialogues and drills, and discourages using the native language. The theory was based on behaviorist psychology and focused on habit formation. While initially successful for military language training, it declined in the 1960s due to criticisms of its effectiveness and lack of focus on communication.
Methodsforteachingenglish
This document provides an overview of several language teaching methods: Total Physical Response (TPR), The Silent Way, Community Language Learning (CLL), Suggestopedia, and others. It summarizes the key principles and techniques of each method. For TPR, it emphasizes using physical movement and delaying speech. For The Silent Way, it highlights the teacher's silence and use of color-coded materials. For CLL, it focuses on addressing students' emotional needs and recording their conversations. For Suggestopedia, it discusses creating a relaxed environment and challenging barriers to learning.
Methodsforteachingenglish 090922161704-phpapp01
This document provides an overview of several language teaching methods:
- Total Physical Response focuses on listening comprehension before speaking through physical actions in response to commands.
- The Silent Way emphasizes problem solving and self-correction, using color-coded materials without direct teacher instruction.
- Community Language Learning creates a supportive environment where students use their native language and get translations from the teacher.
- Suggestopedia aims to reduce psychological barriers and increase suggestibility through relaxation, music, and assuming new roles in the target language.
The Natural Approach .pptx
The Natural Approach was developed by Tracy Terrell and Stephen Krashen and was introduced in the book The Natural Approach in 1983. This method is based on observations of how children acquire their native language. It attempts to adapt this process of language acquisition to an adult learning environment.
Community Language Learning (CLL) as a Language Teaching Method
Community Language Learning (CLL) is an innovative language teaching approach where students work in groups to facilitate their own learning through communication, guided by a teacher who acts more as a counselor than a traditional instructor. This method emphasizes the importance of a supportive learning environment, where learners can explore the language naturally and authentically, drawing on their personal experiences and interests to foster a deeper connection to the language being studied.
Natural approach.pptx
The Natural Approach method was developed by Stephen Krashen and Tracy Terrell in 1983. It is based on Krashen's theories of language acquisition, including the idea that adults can acquire a second language naturally through meaningful interaction alone, without formal instruction. In the Natural Approach classroom, the teacher focuses on meaning over form and does not correct errors. Learners progress through three stages, first developing listening skills, then speaking with errors, and finally extended discourse. The teacher acts as a facilitator and encourages a "silent period" where students listen before speaking. While it creates a low-anxiety environment, the Natural Approach has been criticized for being slow and leaving grammatical development to chance.
Popular methodology 21 oct 2011
The document discusses various approaches, methods, procedures and techniques used in language teaching. An approach describes the nature of language and learning. A method is the practical application of an approach and includes procedures and techniques. A procedure is an ordered sequence of techniques. Techniques are single activities. The document then examines several specific methods in more detail, including Grammar Translation, Direct Method, Audiolingualism, Communicative Approach, Task-Based Learning and the Lexical Approach. It notes the importance of choosing eclectically based on principles like exposure, input, lowering anxiety and allowing output. Culture also influences appropriate methodology choices.
Approaches and Methods in TESOL - Traditional Methods
This document discusses several traditional language teaching methods: Direct Method, Cognitive-Code Learning, Situational Language Teaching, Grammar Translation Method, and Audiolingual Method. Each method is defined and its key principles and techniques are outlined. The Direct Method teaches vocabulary and grammar directly through demonstration and questions/answers without translation. Cognitive-Code Learning emphasizes the conscious learning of language rules. Situational Language Teaching introduces language points orally within situations. Grammar Translation focuses on translating sentences and texts between the target and native languages. Audiolingual Method uses behaviorist drills to teach correct grammar usage through listening and speaking practice.
Methodsforteachingenglish 090922161704-phpapp01
This document provides an overview of several language teaching methods: Total Physical Response (TPR), The Silent Way, Community Language Learning, Suggestopedia, Whole Language, Multiple Intelligences, Neurolinguistic Programming, and The Lexical Approach. For each method, the document describes the key principles, objectives, and typical classroom techniques. It also includes more in-depth explanations of TPR, The Silent Way, Community Language Learning, and Suggestopedia.
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Community language learning
- 2. I. History - CLL was developed by Charles A. Curran and his associates in Chicago in 1970-1980. - CLL is taken from the “ Counseling Learning Approach” by Charles A. Curran. Charles A. Curran
- 3. II. Main features 2. Students sitting in a circle with a tape recorder1. Lower level learners
- 4. Community language learning (CLL) is an approach in which students work together to develop what aspects of a language they would like to learn.
- 5. How it works in the classroom • Stage 1- Reflection • Stage 2 - Recorded conversation • Stage 3 - Discussion • Stage 4 - Transcription • Stage 5 – Language analysis
- 6. Although CLL is primarily meant as a 'whole' approach to teaching I have found it equally useful for an occasional lesson, especially with teenagers. It enables me to refocus on the learner while my students immediately react positively to working in a community. They take exceptionally well to peer- correction and by working together they overcome their fear of speaking. I have also found quieter students able to offer corrections to their peers and gladly contribute to the recording stage of the lesson. It's a teaching method which encompasses all four skills while simultaneously revealing learners' styles which are more or less analytical in their approach to language learning. All of which raises our awareness as a teacher and that of our students.