Humanistic Approaches: Community Language Learning

I hope all of you remember the fun we had during the CLL race that we had in class. Congratulations once again to Rajendra, Divya and Madhavi for a very successful class.

Here's a bit of a note on CLL -

Community language learning (CLL) was primarily designed for monolingual conversation classes where the teacher-counsellor would be able to speak the learners' L1.

The intention was that it would integrate translation so that the students would disassociate language learning with risk taking. It's a method that is based on English for communication and is extremely learner-focused. Although each course is unique and student-dictated, there are certain criteria that should be applied to all CLL classrooms, namely a focus on fluency in the early stages, an undercurrent of accuracy throughout the course and learner empowerment as the main focus.

Retrieved from https://www.teachingenglish.org.uk/article/community-language-learning

To read more click here

Here's a task for you. Go through the points posted below. Pick one point and explain it in form of your comment. Pick points that your other friends haven't picked.

• ·         CLL developed by Charles A Curran
• ·         It is one of the humanistic approaches. 
• ·         It was developed for adult learners.
• ·         Students learn vocabulary by discussion.
• ·         CLL is developed in Chicago.
• ·         Language is for communication.
• ·         Building a relation with and among student is very important.
• ·         Teacher sets time limit for student.
• ·         This method is teacher student centered.
• ·         It is developed in 1970-1980’s.
• ·         Accepting atmosphere
• ·         Students  need quiet reflection time in order to learn.
• ·         It focuses on collaborative learning.
• ·         Teacher works as a human computer.
• ·         One task at a time
• ·         Developing community among the learners
• ·         Teacher becomes as language councilor
• ·         Non  threatening atmosphere.
• ·         Syllabus designed by students.
• ·         Taken from counceling-learning approach.
• ·         Learning is persons.
• ·         Teacher acts as a translator.
• ·         No competition among student.
• ·         Creative thinking.
• ·         Learner autonomy.
• ·         Learning is dynamic and creative.
• ·         Transcript as a technique.
• ·         Teacher focused how to use target language in the class
• ·         Students are free to choose the way of learning.
• ·         Maintain co-operation.
• ·         Teacher should be sensitive.
• ·         Pronunciation is focused on.
• ·         Negligence of teachers  guidance.
• ·         Reflective listening is done
• ·         Student independence.
• ·         Small group task is done.
• ·         Student should know about their own learning.
• ·         Non defensive learning.
• ·         Self evaluation is done.
• ·         Reflective on experience.
• ·         Students feel secure.
• ·         No explicit error correction.
• ·         It is time consuming.
• ·         It has five stage of learning.
• ·         Train students.
• ·         Students need to learn to discriminate
• ·         Language analysis in classroom.
• ·         Students are encouraged by teacher.
• ·         Explain procedure by teacher.
• ·         Sometimes students are assertive.
• ·         Tape recording of student conversation
• ·         It depends on counselor translation.
• ·         Work well with lower level students.
• ·         Discussion of meaning of new words.
• ·         Retention will be takes place.
• ·         Teacher accepts what student say.
• ·         Language learning is done.