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Community language learning july 25th

  1. Community Language Learning Members: Natalia Montesino Carolina Moya
  2. Summary of the Main principles and ideas about the method.
  3. Charles A. Curran (1913- 1978)
  4. CLL represents the use of counseling learning to teach languages counselo r clients
  5. Humanistic techniques Moskowitz 1978  Engage the whole person, including the emotions and feelings as well as linguistic knowledge and behavioral skills.
  6. Approach: Theory of language and learning (La forge 1983:4). The foreign language learners` task are “ to apprehend the sound system, assign fundamental meanings, and to construct a basic grammar of the foreign language”
  7. Language as Social process (La Forge 1983) Language is people • Persons in contact • Persons in response interactions • Learners- learners • Learners - knowers
  8.  The CLL view of learning is a holistic one , since true human learning is both cognitive and affective ( This is termed whole-person).
  9. The process of learner’s relationship with the teacher. Ontogenetic “birth”stage Learners’ abilities Speaks indepdently Criticism Style and knowledge of linguistic
  10. SECURITY ATTENTION AND AGRESSION DESCRIMINATION RETENTION AND REFLECTION SARD SARD is a group of ideas concerning the psychological requirements for succesful learning (curran 1976:6)
  11. Design Syllabus Roles of the teacher  To provide a conveyance for these meanings in a way appropriate to the learner’s proficiency level.  Supportive role  Interaction - monitor learner utterances  Emerges from the interaction between the learner’s expressed communicative intentions and teacher’s reformulations.
  12. CLL task and activities  Translation.  Group work.  Recording.  Analysis.  Reflection and observation.  Listening.  Free conversation.
  13. Counselor’s role ( Rogerian physicological counseling)  Responds calmly without judging.  He/ she is supportive.  Helps the client to understand.
  14. Procedure some typical activities.  Circle of learners all facing one each other  Period of silence.  Knower use the volunteer to break the silence.  Questions to one another or to the knower  Answers and questions recorded  Pair or team work
  15. Protocol of what a first day’s CLL class covered. Dieter Stroinigg (in Stevick 1980: 185-186) Informal greetings Teacher made a statement of the goals and guidelines A conversation in foreingn language took place Reflection period From the materials recorded the instructor write sentences on the board Students ask questions about the items Students copy sentences from the board with notes on meaning and usage
  16. Strenghts and weaknesses of the method  Learners will be more motivated by learning to communicate.  Learners are able to choose the topic of the conversation  There is a trusting relationship between knower & learners.  Learners have the chance to express their feelings and emotions  Learners become more independent on their learning.  The knower becomes to non-directive.  Learners may feel uncomfortable recording the messages.  Time and learners’ number control.  Knower is not proficient in L1 and L2.
  17. Applicability in our chilean context  Translations during the process , make the learners feel more comfortable at the moment to face L2.  Feeling dependent on the teacher and a warm relationship between learner – teacher. Learners will feel more secure to perform.  To share ideas, opinions, etc. With other learners. Enhances the purpose of the community language learning.  In chile, you can find classes with a large number of students .  Discipline problems and unmotivated students  Teachers are focused on accomplishing the school program rather than applying methods, because of the lack of time .
  18. Provide examples of applicability The examples of applicability are focused on the topic that students choose.
  19. The weather  Role-play: students act it out that they are reporting the weather forecast.  Students make up a song about the weather.  In pairs, students from different cities discuss how`s the weather like and write sentences.  Use of realia, the students read from the newspaper the weather forecast and comment.