Community Language Learning PDF

MODULE 2 Language Teaching Methods and Approaches: 1970s – 1980s WEEK 3 Community Language Learning ‫أسبوع تطوير الموظفيـن للعـام األكاديمي‬ /٢٠٢٤0٢٠٢ COMMUNITY LANGUAGE LEARNING...

MODULE 2 Language Teaching Methods and Approaches: 1970s – 1980s WEEK 3 Community Language Learning ‫أسبوع تطوير الموظفيـن للعـام األكاديمي‬ /٢٠٢٤0٢٠٢ COMMUNITY LANGUAGE LEARNING Backgrou nd Developed by Charles A. Curran and counselling specialists in 1970s. Takes its principles from the more general Counseling-Learning approach. Is an example of Humanistic Approach to learning that views the learner as a whole-person. Charles A. Curran (1913 – 1978) A specialist in counseling and a professor of Draws on the counseling metaphor to psychology. redefine the roles of the teacher (the counselor) and learners (the clients) in the language classroom. Source: Charles Curran (theologian). (n.d.). https://bit.ly/39ju9nK (Larsen-Freeman & Anderson, 2011) AFFECTIVE-HUMANISTIC APPROACH A reaction to the general lack Peer support and interaction of affective considerations in are viewed as necessary for both Audiolingualism and the learning. Cognitive Approach. Learning a foreign language Respect is emphasized for is viewed as a self- the individual (each student, realization experience. the teacher) and for his or The teacher is a counselor her feelings. or facilitator. Communication that is The teacher should be meaningful to the learner is proficient in the target emphasized. language and the student’s Instruction involves much native language since work in pairs and small translation may be used groups. heavily in the initial stages to help students feel at Class atmosphere is viewed ease; later it is gradually as more important than phased out. materials or methods. THEORY OF LANGUAGE & LEARNING Techniques of counseling could be applied to learning in general (this became Counseling-Learning) and to language teaching in particular (Community Language Learning). A holistic view of learning since ‘true’ human learning is both cognitive and affective (whole-person learning). Learning takes place in a communicative situation where teachers and learners are involved in an interaction in which both experience a sense of their own wholeness. (Richards & Rodgers, 2014) CONT’… The learning process is divided into five stages as follows: 1. In the first, birth stage, feelings of security and belonging are established. 2. In the second, the learner begins to achieve a sense of independence from the teacher. 3. By the third, the learner speaks independently. 4. The fourth stage sees the learner as secure enough to take criticism. 5. By the last stage, the learner merely works upon improving style and knowledge of linguistic appropriateness. LEARNING ACTIVITIES Translation Learners form a small circle. A learner whispers a message or meaning he or she wants to express, the teacher translates it into (and may interpret it in) the target language, and the learner repeats the teacher’s translation. Group Work Learners may engage in various group tasks, such as small-group discussion of a topic, preparing a conversation, preparing a summary of a topic for presentation to another group, preparing a story that will be presented to the teacher and the rest of the class. Recording Students record conversations in the target language. Transcription Students transcribe utterances and conversations they have recorded for practice and analysis of linguistic forms. (Richards & Rodgers, 2014) CONT’… Analysis Students analyze and study transcriptions of target-language sentences in order to focus on particular lexical usage or on the application of particular grammar rules. Reflection and Observation Learners reflect and report on their experience of the class, as a class or in groups. This usually consists of expressions of feelings – sense of one another, reactions to silence, concern for something to say, and so on. Listening Students listen to a monologue by the teacher involving elements they might have elicited or overheard in class interactions. Free Conversation Students engage in free conversation with the teacher or with other learners. This might include discussion of what they learned as well as feelings they had about how they learned.  STUDENT’s ROLEare members of a community Learners – their fellow learners and the teacher – and learn through interacting with the community. Learning is not viewed as an individual accomplishment but as something that is achieved collaboratively. Learners are expected to: listen attentively to the knower, Source: freely provide meanings they wish Villamil Tabotabo, M. (n.d.). Community language learning (CLL). https://bit.ly/3nrXNfy to express, repeat target utterances without hesitation, support fellow members of the community, report deep inner feelings and frustrations as well as joy and pleasure, and become counselors of other learners. Learner roles are keyed to the five  TEACHER’s ROLEas a counsellor Functions with the learners as their clients. Solves issues of the learners in/regarding the target language. Acts as actual counsellors since psychological problems may arise during L2 learning. Provides the learners with a safe environment for study. Source: Community language learning. (n.d.). Provides target language translations. https://bit.ly/2Lf96L9 Monitors learner utterances. Provides assistance when requested. May intervene directly to correct deviant utterances. Supplies idioms and advises on usage of grammar. (Richards & Rodgers, 2014) INSTRUCTIONAL MATERIALS 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 )Richards & Rodgers, 2014( SETTING/PROCEDURE 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. )Richards & Rodgers, 2014( MERITS DEMERITS Counselor allows learners to Counselor/teacher can be determine type of non-directive. conversation. Some learners find it difficult Learners appreciate the to speak on tape. autonomy CLL offers them and helps to improve In order for students to analyzing their own become independent, conversations. teacher might neglect the need for guidance. CLL works especially well with lower levels who are Teacher has to be highly struggling to speak English. proficient in the target language and in the Lower students’ anxiety and language of students. overcome threatening affective filter. Translation is an intricate and difficult task. The There is a trusting success of this method relies relationship between knower largely on the counselor’s and learners. translation. Learners become more independent on their learning. (Celce-Murcia, 2001) REFERENCES Celce–Murcia, M. (2001). Teaching English as a second or foreign language. USA: Heinle & Heinle, Thomson Learning, Inc. Larsen-Freeman, D., & Anderson, M. (2011). Techniques & principles in language teaching. Oxford: Oxford University Press. Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge: Cambridge University Press. THANK YOU