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.

1. Community
Language
Learning
( CLL )

2. • 1 – Background
• 2 – Theory of language and learning
• 3 – Design ( Objectives , Syllabus ,
Activities , roles of learners and
teachers , material )
• 4 – Procedure

3. A specialist in
counseling
and a
professor of
psychology .
Charles A. Curran

4. Background
• CLL was developed by Charles A. Curran ,
• His application of psychological counseling
techniques to learning is known as Counseling
– Learning .
• The term counseling means one person giving
advice , assistance , and support to another
who has a problem .

5. • CLL redefines the roles of teacher and learner.
• Teacher = Counselor Learner = Client
• CLL is also an example of Humanistic
Approach , since it deals with the emotions
and feelings as well as with linguistic
knowledge and behavioral skills .
• Humanistic techniques are those that blend
what the student feels , thinks and knows with
what he is learning .

6. • Humanistic techniques engage the Whole
Person , including the emotions and feelings
as well as linguistic knowledge and behavioral
skill .
• Whole person learning means that teachers
consider not only their students’ intellect , but
they also have some understanding of the
relationship among students’ feelings ,
physical reactions , and desire to learn .

7. Theory of language and learning
• Theory of language : Curran himself wrote little
about his theory of language .
• His student La Forge ( 1983 ) seems to accept that
language theory must start with criteria for sound
features , the sentence , and abstract models of
language .
• The foreign language learners’ tasks are to
understand the sound system , derive meaning ,
and develop a basic grammar of the l2 .

8. • La Forge also elaborates on the interactional
view of language underlying CLL .
• Language = people .
• Language = persons in contact .
• Language = persons in response .
• CLL interactions are of two kinds :
• Interactions between learners and
• Interactions between learners and knowers .

9. • Interactions between learners :
• are unpredictable in content but typically involve
exchanges of emotion .
• Learners are intimate as they become a
community of learners and the desire to be a part of
this growing intimacy pushes learners to keep pace
with the learning of their peers .
• Interactions between learners and knowers :
• Is initially dependent .
• The learner tells the knower what he or she wishes
to say in target language and the knower tells the
learner how to say it .

10. • Theory of learning : Curran’s counseling
experience led him to conclude that the
techniques of counseling could be applied to
learning in general ( Counseling Learning ) ,
and to language teaching in particular ( CLL ) .
• The CLL view of learning is a holistic one ,
since true human learning is both cognitive
and affective ( This is termed whole-person ).
• Such learning takes place in a communicative
situation where teachers and learners are
involved in an interaction .

11. • The process is divided into five stages and
compared to the development of a child .
• Five stages are both psychological and
linguistic .
• The first three are entry stages and the last
two are of increasing maturity .

12. • In the first , birth stage , feeling of security
and belonging are established .
• In the second , the learner begins to achieve a
sense of independence from the teacher .
• By the third ,the learner speaks independently
• The fourth stage sees the learner as secure
enough to take criticism .
• By the last the learner merely works upon
improving style and knowledge of linguistic
appropriateness .

13. • According to Curran there are six factors which
are essential to non-defensive whole person
learning process .
• 1- A sense of security .
• 2- Paying attention to language in all its forms.
• 3- Experience a feeling of self-assertion and
aggression when ready .
• 4- Reflection and participation in class activities .
• 5- Internalization by retention at a deep level .
• 6- Discrimination among the various elements of
language and their functions .

14. Design
• Objectives : The goal of this method is
attaining near-native mastery of the target
language . Specific goals include developing a
whole person learning process and a trusting
relationship among the members of the class .

15. • The syllabus : CLL does not use a conventional
language syllabus , which determines in
advance the grammar , vocabulary , and other
items to be taught in specific orders .
• The course progression is topic based with
learners choosing the message they wish to
communicate to other learners in the class .
• It evolves its own syllabus .

16. • Type of learning and teaching activities :
• CLL combines innovative learning tasks and
activities with more traditional ones .
• They include :
• 1- Translation 2- Group work
• 3- Recording 4- Transcription
• 5- Analysis 6- Reflection and Observation
• 7- Listening 8- Free conversation

17. • Learner roles :
• Learning is not viewed as an individual
accomplishment but as something that is
achieved collaboratively .
• Learners become members of a community .
• Learner = Client
• Learn through counseling with their teacher and
classmates .
• They listen carefully to the knower , repeat the
target utterances , support fellow members of
the community , report deep inner feelings , and
act as counselors to other learners .

18. • CLL compares language learning to stages of
human growth . Therefore , the learner plays
many different roles in the process of
maturation .
• Stage 1 , like an infant , completely dependent
, repeats utterances , overhear other
interactions .
• Stage 2 , a measure of independence ,
produce simple expressions .

19. • Stage 3 , the separate-existence stage , begin
to understand directly in the target language .
• Stage 4 , a kind of adolescence , functions
independently , ask for correction .
• Stage 5 , independent stage , improve their
understanding of register as well as grammar ,
add native like constructions to their
language.

20. • Teacher roles :
• Plays the role of counselor .
• Respond calmly and nonjudgmentally .
• Having a supportive manner .
• Help the client to understand the problems
better .
• Provide a safe environment .

21. • More specific teacher roles are :
• Provide target language translations .
• Monitoring learner utterances .
• Providing assistance when requested .
• May intervene directly to correct the problem.
• Advise on usage of grammar .

22. • The role of instructional materials :
• Since a CLL course develops out of the
interactions among the members of the
community , a textbook is not considered a
necessary component .
• Material may be developed by the teacher as
the course develops .
• Conversation may also be transcribed and
distributed for study and analysis .
• Learners may work in groups to produce their
own materials .

23. • Procedure :
• Consists of six to twelve students sitting in a
circle .
• Students have visual contact with each other .
• Teacher is out of the circle .
• Teacher walks behind the students to provide
assistance .

24. • Activities of the class :
• 1- The students introduce themselves to each
other in L1 .
• 2- The teacher explains the goals and activities
of the course .
• 3- A conversation in L2 takes place :
• 4- Students think about the process and they
are asked to express their feelings about the
experience .

25. • 5- The instructor chooses some sentences
from the recorded material and writes them
on the board to discuss the elements of
grammar , spelling , and capitalization .
• 6- Students are encouraged to ask questions .
• 7- Students are encouraged to copy sentences
from the board with notes on meaning and
usage .

26. • By Ehsan Zolfaghari
• Zolfaghari34@gmail.com