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CLL Seminário

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Bianca Cortez
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18 views15 pages

CLL Seminário

Uploaded by

Bianca Cortez
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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Community Language

Learning
The method by Charles A. Curran
Background

• Counseling-Learning ≠ Community Language Learning


• “Counseling”
• The roles of the teacher (the counselor) and learners (the clients) in the
language classroom
• Foreign language teaching practices and humanistic techniques
• Bilingual education programs – “overhears”
Approach: Theory of language and learning
• La Forge(1983)
• Sound features
• Language as Social Process
• Six qualities or subprocesses: “Language is people; language is persons in
contact; language is persons in response”
• CLL interactions: Interactions between learners and interactions between
learners and knowers
La Forge
• Whole-person learning: human learning is both cognitive and
affective
• The learner’s relationship with the teacher is central
• Five stages: 1. “Birth” Stage
2. Improve of the learner’s
3. The learner “speaks independently”
4. The learner is secure
5. Learner becomes “adult”
• “Consensual validation,” or “convalidation
Psychological requirements for successful
learning
• S ecurity
• A ttencion/ gression
• R etention, eflection
• D iscrimination
Design: Objectives, syllabus, learning activities,
roles of learners, teachers, and materials
• Advance the grammar, vocabulary, and other language items to be taught
and the order in which they will be covered
• Interaction between the learner’s expressed communicative intentions and
the teacher’s reformulations of these into suitable target-language
utterances
• Specific grammatical points, lexical patterns, and generalizations
sometimes studied in detail
• Innovative learning tasks and activities with conventional ones
• Learning is achieved collaboratively
• CLL learners are typically grouped in a circle of six to twelve
learners, with the number of knowers varying from one per
group to one per student
• The view of the learner is an organic one, with each new role
growing developmentally out of the one preceding. These role
changes are not easily or automatically achieved. They are in
fact seen as outcomes of affective crises
• The teacher’s role derives from the functions of the counselor
actual counseling
• The nature of the relationship changes so that the
teacher’s position becomes somewhat dependent on the
learner
• Textbook is not considered a necessary component
• Materials may be developed by the teacher as the
course develops
• Learners may work in groups to produce their own
materials, such as scripts for dialogues and mini-
dramas
Procedure
• Community Language Learning course is an unique experience
• “Classical” CLL (based directly on the model proposed by Curran) and
personal interpretations of it, such as those discussed by different advocates
of CLL (e.g., La Forge 1983)
• Circle of learners facing one another
• Intermediate or advanced class, a teacher may encourage groups to prepare a
paper drama for presentation to the rest of the class
• Reflection on the language class
Dieter Stroinigg (in Stevick 1980: 185–186) presents a protocol of what a first day’s CLL class covered,
which is outlined here:
1. Informal greetings and self-introductions were made.
2. The teacher made a statement of the goals and guidelines for the course.
3. A conversation in the foreign language took place. a) A circle was formed so that everyone had visual
contact with each other. b) One student initiated conversation with another student by giving a message in
the L1 (English). c) The instructor, standing behind the student, whispered a close equivalent of the
message in the L2 (German). d) The student then repeated the L2 message to its addressee and into the
tape recorder as well. e) Each student had a chance to compose and record a few messages. f) The tape
recorder was rewound and replayed at intervals. g) Each student repeated the meaning in English of what
he or she had said in the L2 and helped to refresh the memory of others.
4. Students then participated in a reflection period, in which they were asked to express their feelings
about the previous experience with total frankness.
5. From the materials just recorded the instructor choose sentences to write on the blackboard that
highlighted elements of grammar, spelling, and peculiarities of capitalization in the L2.
6. Students were encouraged to ask questions about any of the items above.
7. Students were encouraged to copy sentences from the board with notes on meaning and usage. This
became their “textbook” for home study.
Conclusion
• Unusual demands on language teachers
• Must be familiar with and sympathetic to the role of counselors in psychological
counseling
• Special training in Community Language Learning techniques is usually required
• Whether teachers should attempt counseling without special training
• Lack of a syllabus, which makes objectives unclear and evaluation difficult to
accomplish, and the focus on fluency rather than accuracy
• positive benefits of a method that centers on the learner and stresses the humanistic side
of language learning, and not merely its linguistic dimensions.
Reflection

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