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DESIGN
Community Language Learning
Objectives
 Explicit linguistic or communicative
objectives are not defined in CLL.
 Introductory conversation courses in a
foreign language.
Syllabus
 CLL does not use a conventional
language syllabus.
 Progression is topic-based, where the
learners nominate things they wish to
talk about and messages they wish to
communicate.
Activities
1.-Translation
 Learners form a small circle. A learner
whispers a message or a meaning, the
teacher translates it into the target
language, the learner repeats the
translation.
2.- Group work
Learners make:
 Small-group discussions
 Conversations
 Prepare a summary or a story that will
be presented
3.-Recording
 Students record conversations in the
target language.
4.-Transcription
• Students transcribe utterances and
conversation they recorded.
5.-Analysis
 Students analyze and study
transcriptions to focus on particular
lexical usage or on the application of
particular grammar rules
6- Reflection and Observation
 Students reflex and report on their
experience of the class. This usually
consist of expression of feelings.
7.-Listening
 Students listen to a monologue by the
teacher involving elements they might
have elicited or overheard in class
interactions.
8.-Free conversation
• Students engage in free conversation with
the teacher or with other learners.
Learner roles
 Learners become members of a
community
 Learning is achieved collaboratively
 Are keyed to the five stages of
language learning
Stage Characteristics Approximate Time Frame Teacher Prompts
Preproduction •Has minimal
comprehension.
•Does not verbalize.
•Nods "Yes" and "No."
•Draws and points.
0–6 months
•Show me …
•Circle the …
•Where is …?
•Who has …?
Early Production •Has limited comprehension
•Produces one- or two-word
responses.
•Uses key words and
familiar phrases.
•Uses present-tense verbs.
6 months–1 year
•Yes/no questions
•Either/or questions
•Who …?
•What …?
•How many …?
Speech Emergence •Has good comprehension.
•Can produce simple
sentences.
•Makes grammar and
pronunciation errors.
•Frequently misunderstands
jokes.
1–3 years
•Why …?
•How …?
•Explain …
•Questions requiring phrase
or short-sentence answers
Intermediate Fluency •Has excellent
comprehension.
•Makes few grammatical
errors.
3–5 years
•What would happen if …?
•Why do you think …?
•Questions requiring more
than a sentence response
Advanced Fluency The student has a near-
native level of speech.
5–7 years
•Decide if …
•Retell …
Stages of Language Learning
Teacher’s Role
 The teacher’s role is initially likened to
that of a nurturing parent.
 In the early stages: operates in a
supportive role, providing translation
and a model for imitation.
 Later, interaction may be initiated by
the students, the teacher monitors
learner utterances, providing
assistance.

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Design Community Language Learning

  • 2. Objectives  Explicit linguistic or communicative objectives are not defined in CLL.  Introductory conversation courses in a foreign language.
  • 3. Syllabus  CLL does not use a conventional language syllabus.  Progression is topic-based, where the learners nominate things they wish to talk about and messages they wish to communicate.
  • 5. 1.-Translation  Learners form a small circle. A learner whispers a message or a meaning, the teacher translates it into the target language, the learner repeats the translation.
  • 6. 2.- Group work Learners make:  Small-group discussions  Conversations  Prepare a summary or a story that will be presented
  • 7. 3.-Recording  Students record conversations in the target language. 4.-Transcription • Students transcribe utterances and conversation they recorded.
  • 8. 5.-Analysis  Students analyze and study transcriptions to focus on particular lexical usage or on the application of particular grammar rules
  • 9. 6- Reflection and Observation  Students reflex and report on their experience of the class. This usually consist of expression of feelings.
  • 10. 7.-Listening  Students listen to a monologue by the teacher involving elements they might have elicited or overheard in class interactions. 8.-Free conversation • Students engage in free conversation with the teacher or with other learners.
  • 11. Learner roles  Learners become members of a community  Learning is achieved collaboratively  Are keyed to the five stages of language learning
  • 12. Stage Characteristics Approximate Time Frame Teacher Prompts Preproduction •Has minimal comprehension. •Does not verbalize. •Nods "Yes" and "No." •Draws and points. 0–6 months •Show me … •Circle the … •Where is …? •Who has …? Early Production •Has limited comprehension •Produces one- or two-word responses. •Uses key words and familiar phrases. •Uses present-tense verbs. 6 months–1 year •Yes/no questions •Either/or questions •Who …? •What …? •How many …? Speech Emergence •Has good comprehension. •Can produce simple sentences. •Makes grammar and pronunciation errors. •Frequently misunderstands jokes. 1–3 years •Why …? •How …? •Explain … •Questions requiring phrase or short-sentence answers Intermediate Fluency •Has excellent comprehension. •Makes few grammatical errors. 3–5 years •What would happen if …? •Why do you think …? •Questions requiring more than a sentence response Advanced Fluency The student has a near- native level of speech. 5–7 years •Decide if … •Retell … Stages of Language Learning
  • 13. Teacher’s Role  The teacher’s role is initially likened to that of a nurturing parent.  In the early stages: operates in a supportive role, providing translation and a model for imitation.  Later, interaction may be initiated by the students, the teacher monitors learner utterances, providing assistance.