Community language learning (CLL) is an approach in which students work together to develop what aspects of a language they would

like to learn. The teacher acts as a counsellor and a paraphraser, while the learner acts as a collaborator, although sometimes this role can be changed. Examples of these types of communities have recently arisen with the explosion of educational resources for language learning on the Web.

Background
The CLL method was developed by Charles A. Curran, a professor of psychology at Loyola University in Chicago.[1] This method refers to two roles: that of the knower (teacher) and student (learner). Also the method draws on the counseling metaphor and refers to these respective roles as a counselor and a client. According to Curran, a counselor helps a client understand his or her own problems better by 'capturing the essence of the clients concern ...[and] relating [the client's] affect to cognition...;' in effect, understanding the client and responding in a detached yet considerate manner. To restate, the counselor blends what the client feels and what he is learning in order to make the experience a meaningful one. Often, this supportive role requires greater energy expenditure than an 'average' teacher.

Methods

Natural Approach
The foreign language learner's tasks, according to CLL are (1) to apprehend the sound system of the language (2) assign fundamental meanings to individual lexical units and (3) construct a basic grammar. In these three steps, the CLL resembles the Natural Approach to language teaching in which a learner is not expected to speak until he has achieved some basic level of comprehension.[3] There are 5 stages of development in this method. 1. 2. 3. 4. 5. Birth stage: feeling of security and belonging are established. As the learners' ability improve, they achieve a measure of independence from the parent. Learners can speak independently. The learners are secure enough to take criticism and being corrected. The child becomes an adult and becomes the knower.

Online Communities
A new wave of Community Learning Languages have come into place with the internet growth and the boom of social networking technologies. These online CLLs are social network services that take advantage of the Web 2.0 concept of information sharing and collaboration tools, for

which users can help other users to learn languages by direct communication or mutual correction of proposed exercises.

Barriers in Community Language Learning

When learning a different language while in a multilingual community, there are certain barriers that one definitely will encounter. The reason for these barriers is that in language learning while in a multicultural community, native and nonnative groups will think, act, and write in different ways based on each of their own cultural norms. Research shows that students in multicultural environments communicate less with those not familiar with their culture. Long-term problems include that the foreign speakers will have their own terms of expression combined into the language native to the area, which oftentimes makes for awkward sentences to a native speaker. Native students tend to develop an exclusive attitude toward the nonnative speaker because they feel threatened when they do not understand the foreign language. Short-term problems include the fact that native students will usually lack in-depth knowledge of the nonnative cultures, which makes them more likely to be unwilling to communicate with the foreign speakers. Because these foreign students grew up and were educated in a totally different cultural environment, their ideologies, identities and logic that form in the early age cause different ways of expressing ideas both in written and spoken form. They will have to modify and redefine their original identities when they enter a multicultural environment (Shen, 459). This is no easy task. Consequentially, a low-level of social involvement and enculturation will occur for both native and nonnative speakers in the community.

[edit] References
1. ^ Richards, Jack C. (1986:113) Approaches and Methods in Language Teaching 2. ^ Richards, Jack C (1986:138) ^ Krashen, S.D., and Terrel, T.D. (1983). The Natural Approach: Language acquisition in the Classroom.

PART II

Community Language Learning

Introduction :
1) It takes its principles from the Counseling Learning Approach developed by Charles A. Curran. 2) It was created especially for Adult Learners who might fear to appear foolish ;

so the teacher becomes a Language Counselor , he understands them and leads them to overcome their fears . 3) It follows Krashens Monitor Theory (Affective Filter Hypothesis) and the Cognitive Theory where the human mind is active .

TECHNIQUES
1) 2) 3) 4) 5)
abcd-

PRINCIPLES
1) Tape Recording 2) Transcription 3) Reflection on Experience 4) Reflective Listening 5) Human Computer
a- teacher stands behind students b- teacher repeats , doesnt correct c- interaction among students d- students feel in control / responsible

Build relationship Explain procedure Set time limit Language for communication Human Computer
teacher stands behind students teacher repeats , doesnt correct interaction among students students feel in control / responsible

6) Native language + translation 6) Small Group Tasks 7) Reflect on experience , talk about feelings 8) Teacher = counselor => he understands, he listens 9) Accepting , non-threatening atmosphere, Non-defensive learning => security, involvement, attention, reflection, retention, discrimination 10) One task at a time 11) Cooperation , no competition 12) Language Experience Approach : create a story after an experience , feelings are the main focus 13) Teacher-student centered : both are decision-makers 14) Syllabus designed by students at the beginning 15) Creative thinking + selfevaluation 16) Integrative Test : Paragraph writing or oral interview

Conclusion
Learning is Persons (no superior/inferior) Learning is Dynamic & Creative

COMMUNITY Language LEARNING LESSON PLAN

Course title : Teaching French/ESL to Adult Learners (1st session) Place : Private Language Institute Frequency : Twice a week Time : 2 hours (Evenings) Number of Stud : 10

Objective (Approximately)
To be able to greet people , introduce oneself/others , ask for/give information (The students design the syllabus in some way)

Materials
Chairs in a circle Tape recorder Introduction 1) Teacher greets students , introduces himself & students introduce themselves (native language) 2) Teacher explains what students will be doing : a- conversation in French/ESL with teachers help (+ time limit) b- conversation tape-recorded c- create a transcript d- various activities using the language on the transcript pronunciation (Human Computer) create sentences (group work) conjugate verbs reconstruct conversation describe a picture

Lesson Presentation
1) Teacher gives clear directions : Student raises his hand , teacher comes behind him

Student says phrase/sentence in native language Teacher helps him say it in target language Record target language only Listen to recording 2) Teacher sits and asks students how they feel about the experience 3) They listen to the conversation 4) Teacher plays tape again + writes French/ESL sentences on the board + waits for volunteers to give native language equivalents (Students dont write anything down) 5) Teacher writes French/ESL translation 6) Teacher asks students to relax and just listen while he reads/plays the transcript 3 times .

Post-Lesson Activities
1) Human Computer : practice pronunciation (Stud. Raises hand , teacher comes behind him Stud. says a word/sentence/number of sentences in any language Teacher gives back only correct French/English and stops only when student stops.) 2) Group work : create new sentences based on transcript each group reads his sentences

Closure
Teacher asks the students to talk about the experience .

ASSESSMENT
Paragraph writing or Oral Interview

PRACTICE SENTENCES
(Suggestions: they would be in French/English)

1) 2) 3) 4) 5) 6) 7) 8) 9)

Good evening How are you? Im fine , thank you /Im not well Why? Because I have a headache What is your name? My name is Nice to meet you / Pleased to meet you Why are you studying French?

10) I have always wanted to study French. 11) Where are you from? 12) Im from . 3.