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.

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

2. Group Members
Zia Ur Rehman
Ghaza Ejaz
Raiha Haider

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.