Background

-developed
by Charles Curran in the 1970s
-primary insights from Rogerian counseling theory

counselor (knower) teacher

client (learner) student

Maskowitzs Humanistic Techniques which engages the whole person: blend what students feel, think, and know with what they are learning in target language self actualization and self-esteem help to foster a caring climate emotions and feelings as well as linguistic knowledge and behavioral skills

Language Alternation;
(another language teaching tradition which CLL is linked ) - Mackey: A message, lesson or class is presented first in the native language and then, in the target language before overhears.

Approach;

Theory of Language;

the social-process view of language

+
the Interactional view of language

La Forges Alternative Theory; beyond the structuralist view of language which means Language as a Social Process. Communication; Not just a message, Not just the uniderectional transfer, Speaker = listener = subject and object of the message.

Verbal
Sender Message Receiver

<the information-transmission model>

Verbal Sender Message Receiver

< the social-process model>

Language is persons in contact.

Language

is persons in response.
La Forge

The interactional view; - interactions between learners unpredictable

- interactions between learner and knower

dependent and independent

Stages;
in stage 1; dependent in stage 2; self-assertive in stage 3; resentful & indignant in stage 4; tolerant

in stage 5; independent

Theory of Language Learning

Whole-person Learning ( cognitive and affective )

-a holistic one -analyzed into five stages

Whole person learning stages;

1- feelings of security and belonging 2- independence 3- speaking independently 4- mature enough to take criticism 5- improving the knowledge of linguistic

Convalidation or Consensual Validation

S stands for security A stands for attention and aggression R stands for retention and reflection D stands for discrimination SARD By Curran

 Design
- Objectives
encouraging the students to take more

responsibility
learning how to learn from one another
using the target language communicatively

The Syllabus
the teaching of oral proficiency a topic based course progression emerging from the interaction between learners and teachers

detailed and specific grammar and lexical points isolated by the teacher

Learning Activities
-Translation

-Analysis -Reflection and observation

-Group work
-Tape-recording -Transcription

-Listening
-Free conversation

Roles of Learners
-Being a member of the community, -Listening carefully -Telling messages independently -Repeating messages without any hesitation -Expreesing feelings, frustration -Being counselor of other learners

Roles of Teachers

-Encourager -Supporter -Monitoring relationship -Politely criticiser -advicer

Instructional Materials
-a textbook isnt necessary -developed by the teachers as the course develops -projector, tape recorder -scripts for conversations developed by the students.

Procedure
-informal greeting -statement of the goals and guidelines

-sitting in a circle
-conversations and messages given by the student in

the L1 -Translation of it into the target language by the teacher -repetition for the tape recorder

 Replaying the tape recorder for refreshing what have

learned by repeating Reflection Elements of Spelling, Grammar, Capitalization Asking questions about the lesson Copying sentences from the board with notes on meaning/usage.

What is the role of the native language in CLL?

Enhancing the security Providing a bridge from the familiar to the

unfamiliar Making the meaning clear

 Weaknesses
a lack of grammatical syllabus unclear objectives

focus on fluency rather than accuracy

difficulty in evaluation

What areas of language skills are emphasized?

- Culture is the integral part of language learning, and language is for creative and critical thinking. - The most important skills are understanding and speaking the language and then, reading and writing with reinforcement.