makalah TEFL 2 CLL method
CHAPTER I
INTRODUCTION
1.1 Theory Background
In learning English the student
have their own characteristic and dealing with this matter, we (teacher) should
concern about their students feeling and consider their student as a “whole
person .whole person learning means that the consider not only their students
feeling and intellect, but also have some understanding of the relationships
among students, physical reactions ,their instinctive protective reaction and
their desire to learn. The community language learning method takes its
principle from the more general counseling learning approach developed by
Charles A. Curran studied adult learning for many years. He discovered 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.
Curran believed that a way to deal with the fears of students is for teachers
become “language counselor”. a language counselor does not mean someone trained
in psychology ,it means someone who is skillful understanding of the struggle.
Students face as they attempt to internalize another language. The teacher who
can “understand” can indicate his acceptance of the students. By understanding
student fears and being sensitive to them ,he can help students overcome their
negative feelings and turn them into positive energy.
CHAPTER II
DISCUSSION
- definition
1. The definition of community
Community is people or things that stay or interact in one particular area in
doing or conducting something
In community language learning teacher who use the community language learning
methods want their students to learn how to use target language
communicatively. in addition they want their student to learn about own
learning, to take increasing responsibility for it. Both of these are to be
accomplished in a non defensive learning can result when teacher ang learner
treat each other as a whole person and do not separate each other’s intellect
from his or her feelings.
2. The definition of language learning
Language learning is the process of gaining or achieving or obtaining something
by going through several bases in term language in this case in English
The whole definition of community language learning is
The Community Language Learning is the method which are use by the teachers
to consider their students as ‘whole persons’. Whole persons means that
teachers consider not only their students intellect, but also have some
understanding of the relationship among students feelings, physical reactions,
instinctive protective reactions, and desire to learn. The teachers who use
this method want their students to learn how to use the target language
communicatively. They focuses not only on the language but also on the being
supportive of learners in their learning process. In the class, the teachers
become counselor. It is doesn’t mean the teachers trained their students in
psychology. In this method, the teachers use tape-recorded, transcription,
reflection on experience, reflective listening, human computer, and small group
tasks to see our ‘whole persons’. With use tape-recorded, they can learn about
conversation easily. The teacher give them some ‘chunks’ on the transcript,
they must repeat it with her. In this method, the teachers use small groups to
help the students can get more practice with the target language and allow them
to get to know each other better.
B characteristic
There are some characteristic of teaching/ learning process. Students typically
have a conversation in their native language .the teacher helps them express
her they want to say by giving them the target language translation in chunks.
these chunks are recorded and when they are replayed, it sounds like a fairly
fluid conversation .later, transcript is made of the conversation and
mother tongue equivalents are written beneath the target language word. the
transcription o f the conversation becomes a “text” with which students work.
various activities are conducted (for example examination of a grammar point,
working on pronunciation of a particular phrase or creating new sentences with
word from the transcript) that allows students to further explore that
language they have generated .during the course of lesson, students are invited
to say how they feel ,and in return the teacher understand them
According to Curran, there are six elements necessary for non defensive learning.
The first of these securities next is aggression by which Curran means that
students should be given an opportunity to assert themselves in the learning
experience one way of allowing for this in the lesson was observed was for
students to conduct their own conversation. the third element is attention at a
beginning level, students must directly focus on or attend to one ask the
students not to copy the transcript
The fourth element, reflection occurred in two different ways in our lesson.The
first was when the students reflected on the language as teacher real the
transcript there times .the second was when students were invited to stop and
consider the Active experience they were having retention is the fifth element.
Integration of the new material takes place within your whole self. The last
element is discrimination; sort in out the differences among target language
forms. We saw element when the students were asked to listen the human computer
and attempt to match their pronunciation to the computers
3. The nature of student’s teacher interaction and the
students –student interaction
The nature of students –teacher interaction in the community language learning
method changes within the lesson and over time. Sometimes the students are
aggressive as when they are having a conversation .At these times, the teacher
facilitates their ability to express themselves in the target language. He
physically removes himself from the cycle, there by encouraging students to
interact with one another. At other time in the lesson, the teacher is very
obviously in change and providing direction. At all times initially, the
teacher structures the Class, at later stages, the students may assume more
responsible for this. As Radin has observed, the community language learning
method is neither student-centered, nor teacher-centered, but rather
teacher-students centered with both being decision makers in the class
building a relationship with among students is very important. In a trusting
relationship, that treat that students feel is reduced and therefore ,non
defensive learning is promoted. students can learning from their interaction
with each other as well as their interaction with the teacher. A spirit of
cooperation not competition, can prevail
5. The techniques into your own approach to a foreign
language teaching
Techniques into your own approach to a foreign language teaching:
1. Tape recording student’s conversation
This
is technique used to record student’s generated language as well as give the
opportunity for community language learning method to come about. By giving
students the choice about what to say it, students are in good position to take
responsibility for their own learning. Students are asked to have a
conversation about anything,
C.
Advantages and Disadvantages of
Community Language Learning
- Advantages
There are
advantages and disadvantages to a method like CLL. The affective advantages
are evident. CLL is an attempt to put Carl Rogers’ philosophy into action and
to overcome some of the threatening affective factors in second language
learning. The threat of the all-knowing teacher, of making blunders in the
foreign language in front of classmates, of competing against peers--all
threats which can lead to a feeling of alienation and inadequacy are presumably
removed. The counselor allows the learner to determine the type of conversation
and to analyze the foreign language inductively. It is interesting to note that
the teacher can also become a client at times: in situations in which
explanation or translation seems to be impossible, it is often the
client-learner who steps in and becomes a counselor to aid the teacher. The
student-centered nature of the method can provide extrinsic motivation and
capitalize on intrinsic motivation.
But
there are some practical and theoretical problems with CLL. The
counselor-teacher can become too non-directive. The student often needs
direction, especially in the first stage, in which there is such seemingly
endless struggle within the foreign language. Supportive but assertive
direction from the counselor could strengthen the method. Another problem with
CLL is its reliance upon an inductive strategy of learning. I have already
noted in Chapter Five that deductive learning is both a viable and efficient
strategy of learning, and that adults particularly can benefit from deduction
as well as induction. While some intense inductive struggle is a necessary component
of second language learning, the initial grueling days and weeks of floundering
in ignorance in CLL could be alleviated by more directed, deductive, learning
by being told. Perhaps only in the second or third stage, when the learner has
moved to more independence, is an inductive strategy really successful.
Finally, the success of CLL depends largely on the translation expertise of the
counselor. Translation is an intricate and complex process that is often easier
said than done; if subtle aspects of language are mistranslated, there could be
a less than effective understanding of the target language.
2.
Disadvantages
Despite
its weaknesses CLL is a potentially useful method for the foreign language
classroom as long as teachers are willing to adapt it to their own curricular
constraints. That adaptation requires a relaxing of certain aspects of the
method. For example, you might avoid the initial, complete dependence stage by
using CLL in an intermediate language class. Or you might provide more directiveness
than CLL advocates. As is the case with virtually any method, if you have solid
theoretical foundations a broad, cautiously enlightened, eclectic view you can
derive valuable insights from diverse points of view and apply them creatively
to your own situation.
D. Objectives
Since linguistic or communicative
competence is specified only in social terms, explicit linguistic or
communicative objectives are not defined in the literature on Community
Language Learning. Most of what has been written about CLL describes its use in
introductory conversation courses in a foreign language. The assumption seems
to be that through the method, the teacher can successfully transfer his or her
knowledge and proficiency in the target language to the learners, which implies
that attaining near-native like mastery of the target language is set as a
goal. Specific objectives are not addressed.
E.
Procedure
Since each Community Language Learning
course is in a sense a unique experience, description of typical CLL procedures
in a class period is problematic. Stevick distinguishes between
"classical" CLL (based directly on the model proposed by, Gurran)
and personal interpretations of it, such as those discussed by different
advocates of CLL (e.g., La Forge 1983). The following description attempts to
capture some typical activities in CLL classes.
Generally the observer will see a circle
of learners all facing one another. The learners are linked in some way to
knowers or a single knower as teacher. The first class (and subsequent classes)
may begin with a period of silence, in which learners try to determine what is
supposed to happen in their language class. In later classes, learners may sit
in silence while they decide what to talk about (La Forge 1983:72). The observer may note
that the awkwardness of silence becomes sufficiently agonizing for someone to
volunteer to break the silence. The knower may use the volunteered comment as a
way of introducing discussion of classroom contacts or as a stimulus for
language interaction regarding how learners felt about the period of silence.
The knower may encourage learners to address questions to one another or to the
knower. These may be questions on any subject a learner is curious enough to
inquire about. The questions and answers may be tape recorded for later use, as
reminder and review of topics discussed and language used.
The teacher might then form the class into
facing lines for three-minute pair conversations. These are seen as equivalent
to the brief wrestling sessions by which judo students practice. Following this
the class might be reformed into small groups in which a single topic, chosen
by the class or the group, is discussed. The summary of the group discussion
may be presented to another group, who in turn try to repeat or paraphrase the
summary back to the original group.
In an intermediate or advanced class a
teacher may encourage groups to prepare a paper drama for presentation to the
rest of the class. A paper drama group prepares a story that is told or shown
to the counselor. The counselor provides or corrects target language
statements and suggests improvements to the story sequence. Students are then
given materials with which they prepare large picture cards to accompany their
story. After practicing the story dialogue and preparing the accompanying
pictures, each group presents its paper drama to the rest of the class. The
students accompany their story with music, puppets, and drums as well as with
their pictures (La Forge 1983: 81-2).
Finally, the teacher asks learners to
reflect on the language class, as a class or in groups. Reflection provides the
basis for discussion of contracts (written or oral contracts that learners and
teachers have agreed upon and that specify what they agree to accomplish within
the course), personal interaction, feelings toward the knower and learner, and
the sense of progress and frustration.
Dieter Stroinigg (in Stevick 1980: 185-6)
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 session in the foreign
language took place.
- A circle was formed so that everyone had visual contact with each other and all were in easy reach of a tape recorder microphone,
- One student initiated conversation with another student by giving a message in the L1 (English).
- The instructor, standing behind the student, whispered a close equivalent of the message in the L2 (German).
- The student then repeated the L2 message to its addressee and into the tape recorder microphone as well.
- Each student had a chance to compose and record a few messages
- The tape recorder was rewound and replayed at intervals.
- 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 material just recorded the
instructor chose 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 above.
7. Students were encouraged to copy
sentences from the board with notes on meaning and usage. This became their
"textbook" for home study.
This inventory of activities encompasses
the major suggestions for classroom practices appearing in the most recent
literature on CLL. Other procedures, however, may emerge fortuitously on the
basis of learner—knower interactions in the classroom context.
F.
Principal
Learning
is persons: human
individuals need to be understood and aided in the process of fulfilling
personal values and goals; this is best done in community with others striving
to attain the same goals; whole-persons learning in a relationship of
trust, support, and cooperation between teacher and students and among students
Learning
is dynamic and creative: learning is a living and developmental process
Building a relationship with and among
students is important as well as lessening their fears to a new learning
situation.
Teachers do not remain in the front of the
classroom to reduce threat to them.
To let students feel secure facilitates
their learning such as use of L1, more cooperation in the community,
understanding what will happen in each activity and so on.
G.
The roles
Learner roles
In Community Language Learning, learners
become members of a community - their fellow learners and the teacher - and
learn through interacting with members of 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, to
freely provide meanings they wish to express, to repeat target utterances
without hesitation, to support fellow members of the community, to report deep
inner feelings and frustrations as well as joy and pleasure, and to become
counselors to other learners. 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. CLL has also been used in larger schools classes where
special grouping arrangements are necessary, such as organizing learners in
temporary pairs in facing parallel lines.
Learner roles are keyed to the five stages
of language learning outlined earlier. 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.
When faced with a new cognitive task, the
learner must solve an affective crisis. With the solution of the five affective
crises, one for each CLL stage, the student progresses from a lower to a higher
stage of development. (La Forge 1983: 44)
Learning is a "whole person"
process, and the learner at each stage is involved not just in the
accomplishment of cognitive (language learning) tasks but in the
solution of affective conflicts and “the respect for the enactment of values" as well (La Forge 1983: 55).
CLL compares language learning to the
stages of human growth. In stage 1 the learner is like an infant, completely
dependent on the knower for linguistic content. "A new self of the learner
is generated or born in the target language" (La Forge 1983:45). The
learner repeats utterances made by the teacher in the target language and "overhears"
the interchanges between other learners and knowers.
In stage 2 the "child achieves a
measure of independence from the parent" (La forge 1983:46), Learners
begin to establish their own self-affirmation and independence by using simple
expressions and phrases they have previously heard.
In stage 3, "the separate-existence
stage," learners begin to understand others directly in the target
language. Learners will resent uninvited assistance provided by the
knower/parent at this stage.
Stage 4 may be considered "a kind of
adolescence." The learner functions independently, although his or her
knowledge of the foreign language is still rudimentary. The role of
"psychological understanding" shifts from knower to learner. The
learner must learn how to elicit from the knower the advanced level of
linguistic knowledge the knower possesses.
Stage 5 is called "the independent
stage." Learners refine their understanding of register as well as
grammatically correct language use. They may become counselors to less advanced
students while profiting from contact with their original knower.
Teacher roles
At the deepest level, the teacher’s function derives
from the functions of the counselor in Rogerian psychological counseling. A
counselor’s clients
are people with problems, who in a typical counseling session will often use
emotional language to communicate their difficulties to the counselor. The
counselor's role is to respond calmly and non-judgmentally, in a supportive
manner, and help the client try to understand his or her problems better by
applying order and analysis to them. The counselor is not responsible
for paraphrasing the client's problem element for element but rather for
capturing the essence of the client's concern, such that the client might say,
"Yes, that's exactly what I meant." "One of the functions of the
counseling response is to relate affect... to cognition. Understanding the
language of 'feeling', the counselor replies in the language of
cognition" (Curran 1976: 26). It was the model of teacher as counselor
that Curran attempted to bring to language learning.
There is also room for actual counseling
in Community Language Learning. Explicit recognition is given to the
psychological problems that may arise in learning a second language.
"Personal learning conflicts ... anger, anxiety and similar psychological
disturbance - understood and responded to by the teacher's counseling
sensitivity - are indicators of deep personal investment" (J. Rardin, in
Curran 1976: 103). In this case, the teacher is expected to play a role very
close to that of the "regular" counselor. The teacher's response may
be of a different order of detachment, consideration, and understanding from
that of the average teacher in the same circumstances.
More specific teacher roles are, like
those of the students, keyed to the five
developmental stages. In the early stages of learning the teacher operates in a
supportive role, providing target language translations and a model for
imitation on request of the clients. Later, interaction may be initiated by the
students, and the teacher monitors learner utterances, providing assistance
when requested. As learning progresses, students become increasingly capable of
accepting criticism, and the teacher may intervene directly to correct deviant
utterances, supply idioms, and advise on usage and fine points of grammar. The
teacher's role is initially likened to that of a nurturing parent. The student
gradually "grows"' In ability, and the nature of the relationship
changes so that the teacher's position becomes somewhat dependent upon the
learner. The knower derives a sense of self-worth through requests for the
knower's assistance.
One continuing role of the teacher is
particularly notable in Community Language Learning. The teacher is responsible
for providing a safe environment in which clients can learn and grow. Learners,
feeling secure, are free to direct their energies to the tasks of communication
and learning rather than to building and maintaining their defensive positions.
Curran describes the importance of a secure atmosphere as follows
As whole persons, we seem to learn best in
an atmosphere of personal security. Feeling secure, we are freed to approach
the learning situation with the attitude of willing openness., Both the learner's
and the knower's level of security determine the psychological tone of the
entire learning experience. (Curran 1976: 6)
Many of the newer nontraditional teaching
methods stress teacher responsibility for creating and maintaining a secure environment for
learning; probably no method attaches greater importance to this aspect of
language learning than does Community Language Learning. Thus, it is
interesting to note two "asides" in the discussion of learning
security in CLL.
First, security is a culturally relative
concept. What provides a sense of security in one cultural context may produce
anxiety in another. La Forge gives as an example the different patterns of
personal introduction and how these are differentially expressed and
experienced in early stages of CLL among students of different backgrounds.
"Each culture had unique forms which provide for acquaintance upon forming
new groups. These must be carefully adopted so as to provide cultural security
for the students of the foreign language" (La Forge 1983: 66).
Second, it may be undesirable to create
too secure an environment for learners. "The security of the students is never absolute: otherwise no
learning would occur" (La Forge 1983: 65). This is reminiscent of the
teacher who says, "My students would never learn anything if the fear of
examination failure didn’t drive them to it." How much insecurity is
optimal for language learning in Community Language Learning is unfortunately
not further discussed in the literature.
The role of instructional materials
Since a CLL course evolves out of the interactions of the community, a textbook
is not considered a necessary component. A textbook would impose a particular
body of language content on the learners, thereby impeding their growth and interaction.
Materials may be developed by the teacher as the course develops, although
these generally consist of little more than summaries on the blackboard or
overhead projector of some of the linguistic features of conversations
generated by students. Conversations may also be transcribed and distributed
for study and analysis, and learners may work in groups to produce their own materials,
such as scripts for dialogues and mini-dramas.
In early accounts of CLL the use of
teaching machines (the Chromachord Teaching System) is recommended for
necessary "rote-drill and practice" in language learning.
"The... design and use of machines...now appear[s] to make possible the
freeing of the teacher to do what
only a human person can do...
become a learning counselor" (Curran 976: 6). In more recent CLL
descriptions (e.g., La Forge 1983) teaching machines and their accompanying
materials are not mentioned, and we assume that contemporary CLL classes do not
use teaching machines at all.
H. Approach
Theory of language
Curran himself wrote little about his
theory, of language. His .student La Forge (1983) has attempted to be more
explicit about this dimension of Community Language Learning theory, and we
draw on his account for the language theory underlying the method. La Forge
reviews linguistic theory as a prelude to presenting the CLL model of
language. He seems to accept that language theory must start, though not end,
with criteria for sound features, the sentence, and abstract models of language
(La Forge 1983: 4). The foreign language learners' tasks are "to apprehend
the sound system, assign fundamental meanings, and to construct a basic grammar
of the foreign language.'' He cites with pride that "after several months
a small group of students was able to learn the basic sound and grammatical
patterns of German" (1983: 47).
A theory of language built on "basic
sound and grammatical patterns" does not appear to suggest any departures
from traditional structuralist positions on the nature of language. However, the
recent writings of CLL proponents deal at great length with what they call an
alternative theory of language, which is referred to as Language as Social
Process.
La Forge (1983) begins by suggesting that
language as social process is "different from language as
communication." We are led to infer that the concept of communication that
La Forge rejects is the classic sender-message-receiver model in information
theory. The social-process model is different from earlier
information-transmitting models, La Forge suggests, because
Communication is more than just a message
being transmitted from a speaker it at the same time both subject and object of
his own message….communication involves not just the unidirectional transfer of
information to the other, but the very constitution of the speaking subject in
relation to its other. . . . Communication is an exchange which is incomplete
without a feedback reaction from the destinee of the message. (La Forge ~1983:
3)
The information-transmission model and the
social-process model of communication are compared in the table on page 1.
The social-process view of language is
then elaborated in terms of six qualities or subprocesses:
1. The whole-person process
2. The educational process
3. The interpersonal process
4. The developmental process
5. The communicative process
6. The cultural process
Explanation of these is beyond the scope
of this chapter and, indeed, appears to involve elements outside a theory of
language.
La Forge also elaborates on the
interactional view of language underlying Community Language Learning .
"Language is people; language is persons in contact; language is persons
in response" (1983: 9), CLL interactions are of two distinct and
fundamental kinds: interactions between learners and interactions between
learners and knowers. Interactions between learners are unpredictable in
content but typically are said to
'involve exchanges of affect. Learner exchanges deepen in intimacy as the class
becomes a community of learners. The desire to be part of this growing intimacy
pushes learners to keep pace with the learning of their peers. Tranel (1968)
notes that "the students of the experimental group were highly motivated
to learn in order to avoid isolation from the group." Intimacy then
appears to be defined here as the desire to avoid isolation.
Interaction between learners and knowers
is initially dependent. The learner tells the knower what he or she wishes to
say in the target language, and the knower tells the learner how to say it. In
later stages interactions between learner and knower are characterized as
self-assertive (stage 2), resentful and indignant (stage 3), tolerant (stage
4), and independent (stage 5). These changes of interactive relationship are
paralleled by five stages of language learning and five stages of affective
conflicts (La Forge 1983: 50).
These two types of interactions may be
said to be microcosmically equivalent to the two major classes of human
interaction — interaction between equals (symmetrical) and interaction between
unequals (asymetrical) (Munby 1978). They also appear to represent examples of
(a) interaction that changes in degree(learner to learner) and (b) interaction
that changes in kind (learner to knower). That is, learner-learner interaction
is held to change in the direction of increasing intimacy and trust, whereas
learner-knower interaction is held to change in its very nature from dependent
to resentful to tolerant to independent.
|
Verbal
Sender è Message èReceiver
|
Verbal/Nonverbal
Sender è Message èReceiver
 |
Comparison of the information-transmission
model (left) and the social-process model (right) of
communication
I. The syllabus
Community
Language Learning is most often used in the teaching of oral proficiency, but
with some modifications it may be used in the teaching of writing, as Tranel
(1968) has demonstrated. CLL does not use a conventional language syllabus,
which sets out in advance the grammar, vocabulary, and other language items to
be taught and the order in which they will be covered. If a course is based on
Curran's recommended procedures, the course progression is topic based, with
learners nominating things they wish to talk about and messages they wish to
communicate to other learners. The teacher's responsibility is to provide a
conveyance for these meanings in a way appropriate to the learners' proficiency
level. Although CLL is not explicit about this, skilled CLL teachers seem to
sift the learners´ intentions through the teacher's implicit syllabus,
providing translations that match what learners can be expected to do and say
at that level. In this sense then a CLL syllabus emerges from the 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 will sometimes be
isolated by the teacher for more detailed, study and analysis, and subsequent
specification of these as a retrospective account of what the course covered
could be a way of deriving a CLL language syllabus. Each CLL course would
evolve its own syllabus, however, since what develops out of teacher-learner interactions
in one course will be different from what happens in another.
J.
Types of learning and teaching activities
As with most methods, CLL combines
innovative learning tasks and activities with conventional ones. They include:
1. 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.
2. 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.
3. Recording. Students record conversations in the
target language.
4. Transcription. Students transcribe utterances and
conversations they have recorded for practice and analysis of linguistic forms.
5. 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.
6. 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, etc.
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. This might include discussion of what
they learned as well as feelings they had about how they learned.
- The techniques into your own approach to a foreign language teaching
Techniques into your own approach to a foreign language teaching:
1. Tape recording student’s conversation
This
is technique used to record student’s generated language as well as give the
opportunity for community language learning method to come about. By giving
students the choice about what to say it, students are in good position to take
responsibility for their own learning. Students are asked to have a
conversation about anything they want, using their mother tongue as the common
language of the group. After each native language utterance, the teacher translated
what the student says into the target language
2. Transcription
The
teacher transcribed the students tape recorder in the target language
conversation. each student is given the opportunity to translate his utterance
and the teacher writes the mother tongues equivalent beneath the target
language words. Students can copy the transcript after it has been completely
written on the blackboard on a large, poster seized paper, or the teacher may
provide them with a copy. The transcript can be saved and used in a future for
reference
3. Reflection on experience
The teacher takes time during and after the various activities to give the
students the opportunity to reflect on how they feel about the language
learning experience, themselves as learners, and the relationship with one
another. As students give their reactions, the teacher understands them-shows
that he has listened carefully by giving an appropriate understanding response
to what the student has said. He das not repeat what the learner says, but
rather shows that he understand its essence. You may wish to return to the
lesson we observed where the teacher understood the students’ reaction to their
conversation. Such responses can encourage students to think about their unique
engagement with the language, the activities, the teacher, and the other
students, strengthening their independent learning.
4. Reflective Listening
The
students relax and listen to their own voices speaking the target language on
the tape. Another possible technique is for the teacher to read the
transcript while the students simply listen.
5. Human Computer
A
student chooses some part of the transcript to practice pronunciations. She is
“in control” of the teacher when she tries to say the word or phrase. The
teacher, following the student’s lead, repeats the phrase as often as the
student wants to practice it. The teacher does not correct the teacher’s
consistent manner of repeating the word or phrase clearly that the student
self-corrects as she or he tries to imitate the teacher’s model.
6. Small Group Tasks
The
small groups in the class we observed were asked to make new sentences with the
words on the transcripts. Afterward, the group shared the sentences they made
with the rest of the class. Later in the week, students working in pairs made
sentences with the differentia verb conjugation.
There
are a lot of different activities that could occur with students working in
small groups. Teacher who use small group activities believe students can learn
from each other and can get more practice with the target language by working
in small groups. Also, small groups allow students to get to know each other
better. This can lead to the development of a community among class members.
CHAPTER III
- Conclusion
As indicated early in this chapter, the particular class that we observed represents
a first class of what is considered a stage I experience in the Community
Language Learning Method.
The two most basic principles which underline the kind of learning that can
take place in the Community Language Learning Method are summed up in the
following phrases : 1. “ Learning Person”, which means that both teacher and
learner(s) must make a commitment of trust to one another and the learning
process, and 2. “ Learning is dynamic and creative,” which means that learning is
a living and developmental process.
Do you agree with these we basics principles? Do you believe that a teacher
should adopt the role of a counselor, as Curran uses the term? Should the
development of a community be encouraged ? Do you think that students
should be given responsibility for, in effect, creating the syllabus?
Which of these or any other principles is compatible with your personal
approach to teaching ?
Do you think you could use the technique of tape-recording your students’
conversation? should you give your students an opportunity to reflect on their
experience ? Can you use the Human Computer? Which o the other techniques can
you see adapting to your teaching style?
Community Language Learning is the most
responsive of the methods we have reviewed in terms of its sensitivity to
learned communicative intent. It should be noted, however, that this
communicative intent is constrained by the number and knowledge of fellow
learners. A learner's desire to understand or express technical terms used in
aeronautical engineering is unlikely to receive adequate response ill the CLL
class. Community Language Learning places unusual demands on language teachers.
They must be highly proficient and sensitive to nuance in both L1 and L2. They
must be familiar with and sympathetic to the role of counselors in
psychological counseling. They must resist the pressure "to teach" in
the traditional senses. As one CLL teacher notes, "I had to relax
completely and to exclude my own will to produce something myself. I had to
exclude any function of forming or formulating something within me, not trying
to do something"(Curran 1976: 33).
The teacher must also be relatively
nondirective and must be prepared to accept and even encourage the
"adolescent" aggression of the learner as he or she strives for
independence. The teacher must operate without conventional materials,
depending on student topics to shape and motivate the class. In addition, the
teacher must be prepared to deal with potentially hostile learner reactions to
the method. The teacher must also be culturally sensitive and prepared to
redesign tile language class into more culturally compatible organizational
forms. And the teacher must attempt to learn these new roles and skills without
much specific guidance from CLL texts presently available. Special framing in
Community Language Learning techniques is usually required.
Critics of Community Language Learning
question the appropriateness of the counseling metaphor upon which it is
predated, asking for evidence that language learning ;in classrooms indeed
parallels the processes that characterize psychological counseling. Questions
also arise about whether teachers should attempt counseling without special
training. CLL procedures were largely developed and tested with groups of
college-age Americans. The problems and successes experienced by one or two
different client groups may not necessarily represent language learning
universals. Other concerns have been expressed regarding the lack of a
syllabus, which makes objectives unclear and evaluation difficult to
accomplish, and the focus on fluency rather than accuracy, which may lead to
inadequate control of the grammatical system of the target language. Supporters
of CLL, on the other hand, emphasize the positive benefits of a method that
centers on the learner and, stresses the humanistic side of language learning,
and not merely its linguistic dimensions.
REFERENCES
Curran,
Charles A. 1978. Counseling-learning in second language. East Dubuque, 111:
Counseling-Learning
Publications.
Curran,
Charles A. 1977. Counseling-Learning : A whole-person Education.
Rardin,
jennybelle.1976.A Counseling-Learning model for second language
Jearning.TESOL
Newsletter X, no. 2 ( April ).
Curran,
Charles A. 1982. A humanistic philosophy of education. In Humanistic
approaches: An empirical view, ELT Document 113. London : The British
Council.
Curran,
Charles A, and Patricia Tirone. 1984. The counseling-Learning approach to
community language learning. Procee
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