Community Language Learning

Contents…

⑴Background

⑵Approach: theory of language

and learning

⑶Design: objectives, syllabus, learning

activities, roles of learners, teachers,

materials

⑷Procedure

⑸Conclusion

Background -Community Lan-guage Learning

Charles A. Curran: professor of psychology at Loyola University, Chicago

1) Counseling-Learning: psychological counseling techniques->learning

What is counseling?: One person giving advice, assistance, and support to another who has a problem or is in some way in need

Teacher=Counselor/ Learner=Clients

Background -Community Lan-guage Learning

2) Humanistic techniques: Moskowitz

….blend what the student feels, thinks, and knows with what he is learning in the target language. Rather than self-denial, self-actualization and self-esteem are the ideals the exercises pursue. (The techniques) help foster a climate of caring and sharing in the foreign language class.

→Humanistic techniques engage the whole person, includ-ing the emotions and feelings as well as linguistic knowl-edge and behavioral skills.

→ Curran concludes from his counseling experience that “true” human learning is both cognitive and affective. This is termed whole-person learning.

Background -Community Lan-guage Learning

3) Language alternation: A mes-sage/lesson is presented first in na-tive language and then again in the second language.

OverhearingL2

L2L1

overhear

?

?

!!L2Knower

Learner

Approach: Theory of language and learning

La Forge(1983, Curran’s student): Language as Social Process

①Interaction between learners: exchanges of affect

②Interaction between learners and know-ers: dependent-Learner tells the knower what s/he wishes to learn, the knower tells the learner how to say it.

Approach: Theory of language and learning

→ For the whole-person learning, learner’s relationship with the teacher is central. The process of the relation-ship is divided into five stages and compared to the on-togenetic development of the child.

First stage, “birth” stage: feeling of security and be-longing is establishedSecond stage: the child begins to achieve indepen-dence from the parentThird stage: the learner speaks independently and may need to assert his or her own identity, often reject-ing unasked-for adviceFourth stage: the learner becomes secure enough to take criticismLast stage: learner merely works on improving style and knowledge of linguistic approaches

Approach: Theory of language and learning

Consensual validation, convali-dation :A relationship characterized by convalida-tion is considered essential to the learning process and is a key element of CLL class-room procedures.

Design: objectives, syllabus

Progress : Topic- based- Learners nominate things that they

wish to talk about

syllabus emerges

NO explicit linguistic, communicative objectives NO conventional language syllabus ( the lack of syllabus)

Learners’ in-terests or in-

tentions(student top-

ics)

Teacher’s re-formulations of the learners’

interests or in-tentions

1. Translation

Learner

Teacher

1. Whisper a message

2. Translate into the target lan-

guage

Learner

Learner

3. Repeat the target language

Design: learning tasks and activities

Design: learning tasks and activities

2. Group work

• -Small-group discussion of a topic

-Prepare conversation

-Preparing a summary of a topic

-Prepare a presentation of a topic

3. Recording

• -Record students’ conversation in target lan-

guage

Design: learning tasks and activities4. Transcription

Transcribe the target language that they have

recorded

5. Analysis

Analyze and study the transcription in order to

gain particular grammar rules and usages

6. Reflection and observation

Share learners’ feelings and experience

Design: learning tasks and activities

7. Listening

Listen to what they have learned by

teacher

8. Free conversation

Talk freely to other learners and

teacher

ROLES OF LEARNER

Client

Initiator

Member of commu-

nity

Counselor for other

learners

ROLES OF TEACHER

Counselor

Adviser

Encourager

Translator

Supporter

Facilitator

Conclusion

CLL places unusual demands on lan-guage teachers.

-High proficiency in both L1, L2-Knowledge in role of counselors in psychological counseling-Need to resist the pressure “to teach” in the tra-ditional senses.-Without conventional materials, teachers must depend on student topics to shape and motivate the class

Conclusion

ADVAN-TAGES

Learner-centered

Humanistic approach

(lower learners’

stresses)

DISADVAN-TAGES

The lack of a syllabus

difficulties in evaluation,

achievement

Focus on fluency > accuracy

Special training is needed

VS

Whole Language

Background

Created by U.S. educators concerned with the teaching of reading and writing in the native language

Opposed to a “decoding” approach

Emphasis on learning to read and write naturally with a focus on real communica-tion

Designed to help children and adults learn L2 in the same way that children learn their first language

Communicative language teaching

Natural approaches

Approach: theory of language

Interactional perspective: language as a vehi-cle for human communication

Heavy emphasis on authenticity

Psycholinguistic perspective: language as a vehicle for internal interaction

A functional model: language as something that is used for meaningful purposes and to carry out authentic functions

Approach: theory of learning

Humanistic approaches Authentic Personalized self-directed Collaborative

Constructivist theory: Knowledge is socially constructed Focusing on the learners’ experience, need,

and interests

Design

Major principles The use of authentic literature A focus on real and natural events Reading for the comprehension and for a real pur-

pose Writing for a real audience Writing as a process through which learners explore

and discover meaning The use of student-produced texts Integration of reading, writing and other skills student-centered learning Reading and writing in partnership with other learn-

ers

DesignA collabora-torAn evalua-torA selector

A facilita-torAn active partici-pant

Real-world materials

Procedure

4 classroom features The use of literature The use of process writing Encouragement of cooperative learning among stu-

dents Concern for students’ attitude

Activities Individual and small group reading and writing Ungraded dialogue journals Writing portfolios/conferences Student-made books Story writing

Procedure - An example of the use of literary pieces

Parallel texts

“The village on the northern side of the 38th parallel fron-tier was ever so quiet and desolate beneath the high, clear autumn sky. White gourds leaned on white gourds as they swayed in the yard of an empty house.”

“The northern village at the border of the 38th parallel was ever so snug under the bright high autumn sky. In the space between the two main rooms of the empty farm house a white empty gourd was lying against an-other white empty gourd.”

“Cranes” by Hwang Sun-Won (translated by Kevin O’Rourke)

“The Crane” by Hwang Sun-Won (translated by Kim Se-young)

►Examples of student activities

1. Think of the two different villages described. Which one would you choose to live in? Why?

2. Discuss what different kinds of stories might follow on the basis of the opening sentences and what the tone of the story will be?

3. Write two parallel text opening sentences in which you describe in different words a village you know. Ask a partner which village he/she prefers.

Conclusion

Advantages of Whole Language Focusing on experiences and activities that are rel-

evant to learners’ lives and need Using authentic materials Facilitating the development of all aspects of a sec-

ond language A rich array of materials that can offer an integrated

approach to ESL instruction and that can be adapted for use in a wide variety of contexts

Many useful activities for older learners