1) The Community Language Learning method focuses on creating a secure environment where students' feelings are respected and they can take risks in learning a new language.
2) The teacher acts as a language counselor, translating students' words and building relationships to help lower anxiety. Students' conversations are recorded and transcribed for analysis.
3) Throughout the lesson, feedback is gathered from students and their perspectives are valued to continually improve the learning process. Various techniques keep students actively engaged, including role playing, group work, and reflective listening activities.
English (as a second language) learning at rural indiaAmit Jain
As part of the course 'Designing a New Learning Environment ', our group tried to conceptualize a model for teaching English to students in the secondary school in rural India
This method of teaching is helpful for the online teachers. They can develop their teaching methodology on the slides, include graphics, sound and animation. You can also make the file run independently by converting them into .exe files to run independently on the other's system with all security measures to avoid piracy.
English (as a second language) learning at rural indiaAmit Jain
As part of the course 'Designing a New Learning Environment ', our group tried to conceptualize a model for teaching English to students in the secondary school in rural India
This method of teaching is helpful for the online teachers. They can develop their teaching methodology on the slides, include graphics, sound and animation. You can also make the file run independently by converting them into .exe files to run independently on the other's system with all security measures to avoid piracy.
The direct method by beny i.n. nadeak, s.pdBeny Nadeak
The Direct Method
The Direct Method has one very basic rule: No translation is allowed. In fact, the Direct Method receives its name from the fact that meaning is to be conveyed directly in the target language through the use of demonstration and visual aids, with no resource to the students’ native language (Diller 1978).
It is a Psychology Presentation. It is mainly related to errors in perception and different examples of it like delusion, illusion, hallucination etc. It also sheds light on Muller Lyer Illusion and its example of arrrows.
This presentation is about Language Disorders, their symptoms and treatment. It also tells how parents can help their own children who suffer from such disorders.
These slides contain a presentation about Memory chapter of book Understanding Psychology. It contains slides on memory as well as types of memory such as short term and long term memory and also working memory. This presentation was given in NUML Islamabad.
Analysis of To Woolf's The Lighthouse and Lawrence's Sons and Lovers w.r.t. S...Raja Zia
This was a tough assignment. It contains Stream of Consciousness in Virginia Woolf's novel To The Lighthouse and D.H. Lawrence's novel Sons and Loves. Its just a short and general analysis. Hope will be of help.
Merits of Milton's Paradise Lost in Samuel Johnson's CriticismRaja Zia
This presentation contains Merits of Paradise Lost as explained by Samuel Johnson in his The Study of Milton's Paradise Lost. When I was looking for these, I was unable to find these on the internet, hope my contribution will help.
Everything you need to know about OSCAR WILDERaja Zia
This presentation contains complete details about Oscar Wilde and his life. It was a group presentation. It also contains some of the details of his major works.
I have compiled this book so that you can get it printed. Its available in PDF form and you can download it, i will leave the option open. Its an anthology taught in NUML and students often have difficulty finding poems.
This document shares details about Ellipsis and their use and how to use ellipsis for Stylistic Analysis. There are also example analysis of two texts.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
1. Department of English Under-Graduate Studies
BS Hons. 6th
Semester
Course Title: TEFL-A
Nature of Document: Assignment
Title of Assignment: Community Language Learning
Section: BS-English 6-B
Shift: Afternoon
Submitted By: Group 1
Submitted to: Sir Haseeb
Date of submission: 04 Dec 2019
3. Community Language Learning
Introduction:
The CLL approach was developed in 1970 by Charles Arthur Curran, a Jesuit
priest, professor of psychology at Loyola University Chicago, and counseling
specialist.
It follows Counsel-Learning approach of Charles Curran. Curran believed that in
order to deal with the fears of students, teachers have to become “Language
Counsellors ”.
In 1952, Curran proposed the essential idea of the "Counseling-Learning"
approach, or "counsel learning". He incorporated counseling techniques that take
into account the students' feelings toward their learning experience, and are meant
to lower the affective filter.
He found that adults often feel threatened by a new learning situation. They are
threatened by the change inherent in learning and by the fear that they will appear
foolish.
So in this method, the teacher focuses on not only students’ feeling and intellect
but also on relationship between students, their physical reactions, their
instinctive protective reactions and their desire to learn.
By understanding students’ fears and being sensitive to them, he can help students
overcome their negative feelings and turn them into positive energy to further
their learning.
The teacher who can understand can indicate his acceptance of the student.
To restate, the counselor blends what the student feels and what he is learning in
order to make the experience a meaningful one. Often, this supportive role
requires greater energy expenditure than an 'average' teacher.
4. Experience:
It is a beginners class where students will have first encounter with target
language.
The Teacher greets the class, introduces himself, have the students introduce
themselves and explain the method to students through which they will be
learning in native language.
They are going to have a conversation which will be tape recorded, and later they
will form a transcript of it. They will do various activities on the transcript.
In the first activity if a student wants to speak he will raise his hand, the teacher
will come behind him. The student will say a sentence in native language and the
teacher will translate it into target language in phrases or chunks. Only these
chunks will be recorded in the tape recorder and later when this is heard it will
sound whole sentences.
This activity is for ten minutes. Students raise their hands one by one, teacher
walks to them and translate their sentences in phrases or chunks and when
students speak those chunks in target language they record it. Each student around
the table record some utterances in target language.
The teacher takes feedback from students in native language. Almost all of
students are confused that they haven’t learned anything. The teacher accepts
their feedback and tells them he doesn’t expect them to remember target language
phrases.
The teacher plays the tape once. Then she plays the tape again stopping after each
sentence. She says to students to recall what they said in the native language when
each of target language sentence is played. If the student faces difficulty others
will help him.
The teacher copies the sentences on the blackboard leaving space for native
language translation.
After writing all the sentences, he underlines first English word and look to
students for a meaning but no one volunteers so the teacher translates all of the
sentences himself.
The teacher reads the transcript three times and the students just listen.
For the next activity, the teacher becomes a computer for students. He gives
himself to students to ask pronunciation of any English word phrase or sentence.
Students just have to say sentence number, English word or its Indonesian
5. translation whatever they are comfortable with and as computer the teacher will
provide them with correct English.
Several students practice with the teacher on their pronunciation.
Then, the teacher makes groups of three students and asks them to form new
questions using previous ones in target language. The teacher moves from group
to group helping students who committed an error.
Then, the teacher replays the tape two more times.
The teacher again takes feedback of students and this time the feedback is
positive.
In coming classes the students will work on verb, sentence structure, reading,
reconstructing conversations and creating new dialogues.
6. Division of Principles and Observations in Curran’s Stages of Learning
According to Curran, there are six elements necessary for non-defensive learning.
1- Security:
The teacher creates a secure environment for the students to make them comfortable.
The teacher builds a relationship with and among students by first greeting them
and then by introduction of both sides.
The teacher explains the method and activities to students so that students have
an idea of what is going to happen during the class that day. Being familiar with
method will make them more secure toward learning.
To affect the confidence of students as least as possible, the teacher stands behind
students when they speak. The superior knowledge and power of teacher can be
threating and students might hesitate while speaking face to face with the teacher.
Moreover, when teacher is the center of attention more interaction between
students will take place.
The teacher translates what the students say in chunks, she does not exceed the
limits of students. The teacher works according to the students’ level, not forcing
the students to meet teacher’s level.
Every activity is timed. Students feel more secure and act more actively when
they know the time of activity.
Native language is used to make meaning clear. Students listen to tape and give
native language translation. Students feel secure when the understand everything.
2- Aggression:
By “Aggression”, Curran means that students should be given an opportunity to
assert themselves, be actively involved, and invest themselves in the learning
experience.
The primary purpose of language is communication so students are allowed to
have conversation.
The teacher is only translating, the content is given by students and the words are
recorded by students in tape recorder.
The teacher creates an accepting atmosphere and accepts what each student says.
In this way students will become more confident and lower their defenses as they
are not being contradicted or called wrong.
7. The teacher encourages student initiative and independence. He pauses before
writing Indonesian translation to see if anyone from students volunteers.
The teacher turns himself into a HUMAN COMPUTER, giving authority to
students. In this way students have choice which part they want to practice on.
They develop inner wisdom and take more responsibility for their learning.
3- Attention:
One of the skills necessary in learning a second or foreign language is to be able to
attend to many factors simultaneously. To facilitate this, especially at the beginning
of the learning process, the teacher helps to narrow the scope of attention.
The teacher stops students from copying the transcript from blackboard in the
beginning. Learning is facilitated if we attend to one task at a time. In this way
the attention of students is focused on the conversation not writing.
Students while recalling the native language alternatives of target language forms
have to be active.
Students have to listen carefully to the pronunciation of the teacher and copy it as
accurately as possible.
4- Reflection:
The very first characteristic of this method is that it treats both teacher and
students as whole persons. So after the activity the teacher asks students how they
feel about it.
When the students give their first feedback, the teacher performs the role of
counselor. He shows students that he is listening to them and understanding them.
By understanding students feeling the teacher can help them learn better.
The teacher reads the transcript three times while the students relax and listen.
The students need quiet reflection in order to learn.
Students are again invited to share their feelings of the activities they have
performed. Students share their experience and in this way students can learn
more from their own learning as well as form language.
8. 5- Retention:
It is the integration of the new material that takes place within the whole self.
Learning does not take place when the material is too new or conversely, too
familiar. Retention best takes place somewhere between novelty and familiarity.
In the beginning, the syllabus is designed by students. Several activities take place
on the their designed syllabus. Students are more willing to learn and more likely
to retain information when they have created the material themselves.
6- Discrimination:
It means sorting out the differences among target language forms
Students should match their pronunciation to that of the teacher during Human
Computer activity. The need to learn to discriminate between target language
forms and sounds.
9. Techniques:
1- Recording Student Conversation
Students have the authority to speak whatever they want and record the target
language alternative in the tape recorder.
In the lesson we observed, a tape recorder was used; however, these days, other
teachers might use a digital voice-recording device, such as an MP3 player, a cell
phone, or a computer.
When the recorded conversation(which is in target language) is replayed, the
students are able to recall what they said almost perfectly. The are able to relate
the utterances to their native language alternatives because they were the ones
who devised the syllabus.
2- Transcription
The teacher transcribes the recorded conversation and its native language
translation on the black-board.
Students can copy the transcript after it has been completely written up on the
board or on large, poster-sized paper, or the teacher may provide them with a
copy.
The transcript provides a basis for future activities.
Also, the native language translations helps make the meaning clear to students.
3- Reflecting the Experience
The teacher invites the class several time for their feedback. The students are
allowed to share their experience, feelings and thoughts on the subject.
The teacher accepts whatever the students say and does not repeat students’ words
instead shows students that he understands the essence of student’s feelings.
By sharing feeling and experience, students are able to develop a more trustable
relation between themselves and also with the teacher.
10. 4- Reflective Listening
After the students are done with the transcript, they listen to the recording several
times in their own voice. In this way students are able to recall what they said
earlier.
Another possible technique is for the teacher to read the transcript while the
students simply listen, with their eyes open or shut.
A third possibility is for the students to mouth the words as the teacher reads the
transcript.
5- Human Computer™
The choice of practice is entirely in hands of students. They will decide which
phrase or word they think they are mispronouncing and will work with the teacher
until they think they have the correct pronunciation.
The teacher does not correct the student’s mispronunciation in any way. The
teacher only repeats if the student asks the teacher to repeat the pronunciation.
6- Small Group Tasks
Students work in small groups to form new sentences from the given material.
Students cooperate with each other and a community like environment is formed.
Cooperation, not competition is encouraged.
By working in small groups, students are able to learn more from each other,
hence the relationship between students develops.
Conclusion:
This method deals with the aspect that the true purpose of language is
communication. If it is taught to students by providing a friendly environment they will
learn better. Moreover, it also states that student must be responsible for their learning.
They should be involved as much as possible and the teacher just acts as a facilitator.
The students develop the inner criteria for correction and the teacher is always
accepting. One of the drawbacks of this method can be that the teacher is not providing
any directive to students which is sometimes necessary. Teacher should be the authority
in the class room.