Community Language Learning (CLL)
A method developed by Charles A Curran, a professor of psychology at Loyola University, Chicago. His application of psychological counselling techniques became known as Counselling-Learning; the use of counselling-learning to teach a language is known as Community Language Learning, CLL.
An example of a ‘humanistic approach’, CLL derives its primary rationale from Rogerian Counselling, in which the counsellor’s role is to respond calmly and non-judgementally to the client’s problem, and to capture, in his / her response, the essence of what the client is trying to say, thereby applying order and analysis to the problem.
In lay terms, counselling is one person giving advice, assistance and support to another who has a problem or is in some way in need. CLL draws on the counselling metaphor to redefine the roles of the teacher (the counsellor) and the learners (the clients) in the classroom.
The basic procedure of CLL has two main steps: investment and reflection. In the investment phase, the learner commits themselves as much as they are willing, as they engage in a conversation with other members of the learning community. In the reflection phase, the learner stands back and looks at what they, as part of the community, have done in the investment phase. As they do so, they remain part of the community.
As the process of learning goes on, the student’s role changes in the direction of greater and greater security and independence. In addition to the learners, there is at least one resource person, who knows the language being learnt, who also understands the native language of the learners and who has some expertise in a non-directive style of counselling.
Mechanically, the procedure is uncomplicated: the learners, seated in a circle, simply talk with one another in the foreign language, tape-record what they say, play it back, write it down and identify its component parts. The resource person stands outside the circle.
Psychological counselling
(client – counsellor)
1. Client and counsellor agree (contract) to counselling
2. Client articulates his/her problem in language of affect
3. Counsellor listens carefully
4. Counsellor restates client’s message in language of cognition.
5. Client evaluates the accuracy of counsellor’s message restatement.
6. Client reflects on the interaction of the counselling session.
Community Language Learning
(learner – knower)
1. Learner and knower agree to language learning
2. Learner presents to the knower (in L1) a message s/he wants to deliver
3. Knower listens and others overhear
4. Knower restates message in L2
5. Learner repeats the L2 message form to its addressee
6. Learner replays (from tape or memory) and reflects upon the messages exchanged during the language class
A method developed by Charles A Curran, a professor of psychology at Loyola University, Chicago. His application of psychological counselling techniques became known as Counselling-Learning; the use of counselling-learning to teach a language is known as Community Language Learning, CLL.
An example of a ‘humanistic approach’, CLL derives its primary rationale from Rogerian Counselling, in which the counsellor’s role is to respond calmly and non-judgementally to the client’s problem, and to capture, in his / her response, the essence of what the client is trying to say, thereby applying order and analysis to the problem.
In lay terms, counselling is one person giving advice, assistance and support to another who has a problem or is in some way in need. CLL draws on the counselling metaphor to redefine the roles of the teacher (the counsellor) and the learners (the clients) in the classroom.
The basic procedure of CLL has two main steps: investment and reflection. In the investment phase, the learner commits themselves as much as they are willing, as they engage in a conversation with other members of the learning community. In the reflection phase, the learner stands back and looks at what they, as part of the community, have done in the investment phase. As they do so, they remain part of the community.
As the process of learning goes on, the student’s role changes in the direction of greater and greater security and independence. In addition to the learners, there is at least one resource person, who knows the language being learnt, who also understands the native language of the learners and who has some expertise in a non-directive style of counselling.
Mechanically, the procedure is uncomplicated: the learners, seated in a circle, simply talk with one another in the foreign language, tape-record what they say, play it back, write it down and identify its component parts. The resource person stands outside the circle.
Psychological counselling
(client – counsellor)
1. Client and counsellor agree (contract) to counselling
2. Client articulates his/her problem in language of affect
3. Counsellor listens carefully
4. Counsellor restates client’s message in language of cognition.
5. Client evaluates the accuracy of counsellor’s message restatement.
6. Client reflects on the interaction of the counselling session.
Community Language Learning
(learner – knower)
1. Learner and knower agree to language learning
2. Learner presents to the knower (in L1) a message s/he wants to deliver
3. Knower listens and others overhear
4. Knower restates message in L2
5. Learner repeats the L2 message form to its addressee
6. Learner replays (from tape or memory) and reflects upon the messages exchanged during the language class
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