UNIVERSIDAD SANTIAGO DE CALI

PRESENTED BY:

CARLOS MAURICIO ARCE
DANIELA RUBIO
MARIA NIDIA OROZCO








TEACHER
JULIO MONTAO








CLASS:

DIDACTISISM - AFTERNOON










MONDAY 26
TH
AUGUST 2013




HISTORY

This method was developed in the 1970s by Charles A. Curran, psychotherapist and
Professor of psychology at the American University of Loyola, in Michigan. Relies primarily
on counseling techniques adapted to the learning.


HISTORICAL CONTEXT

This method was developed in 1970s Decade in which: The Arab-Israeli conflict and the
final stage of the Vietnam War dominate most of the political life of the 1970's. The oil
market is shaken by the provisions of the Organization of petroleum exporting countries of
dragging to industrialized countries to a crisis, the Communist bloc that the Union of Soviet
Socialist Republics managed to form several decades, begins to show signs of
disintegration, Soviet power distances itself from Communist China, which brings with it
the weakening of communist influence in the world.
Of all of above mentioned it does that in the field of psychology and education
Take root is a humanistic philosophy of tone that will mark the development of this
teaching method focused on psychology to groups of people.


THE PHILOSOPHY

It is based on the emotional side of learning. The dynamic is not seen as a 'class' as a
'group' students, where the social role is of primary importance. The interaction and
relationships between students and the teacher facilitates learning in an atmosphere of
mutual respect, each person with value within the group. It's lowering the tension, stress,
or anxiety, in this way everyone down the defenses for the interpersonal communication
with the support of the community of speakers. The community sits in a circle and the
Professor remains outside, only to reconcile. Speakers say something, if the student is
wrong, Professor shows you support and the student repeats correcting the possible error
trying to say it's the most appropriate way. Language is not only communication but it
includes the person, their culture, and their education.

This language teaching method advices the teacher to consider they students as a whole
person whereas teacher consider not only their students intellect, but also have some
understanding of the relationship among students feeling, physical reaction, instinctive
protective reaction, and desire to learn. The community language learning takes its
principles from the more general counseling approach developed by Charles A. Curran.
He was also influenced by Carl Rogers humanistic psycology. Curran believed that a way
to deal with the fears of the students is for teachers to become language counselors.it
means that the teacher recognizes how threatening a new learning situation can be for
adult learners, so he skillfully understands and supports in their struggle to master the
target language.







OBJECTIVES OF CLL

The main objective of the CLL is to help students, in this case adults learning a foreign
language, have a teamwork environment and help students overcome their fears in the
learning process and build trust and security through its methodology. Students achieve to
be in community, they feel equals in a non-competitive environment and they participate in
an active learning process.

CHARACTERISTICS

1. Students typically have a conversation using their native language and are
independents.

2. The teacher helps them express what they want to say by giving them the target
language translation, hes a counselor and gives advices, assistance and support
to the students when they need.

3. These words are recorded, and when they are replayed, it sounds like a fairly fluid
conversation; they need a tape recorder to record their conversations.

4. Later, a transcript is made of the conversation, and native language equivalents
are written beneath the target language words.

5. The transcription of the conversation becomes a text with which students work.

6. Various activities are conducted (for example, examination of a grammar point,
working on pronunciation of a particular phrase, or creating new sentences with
words from the transcript) that allow students to further explore the language they
have generated.

7. During the course of the lesson, students are invited to say how they feel, and in
return the teacher understands them.


LANGUAGE PERSPECTIVE

Language theory is built on basic sound and grammatical patterns

-Language as social process: Communication is more important than just transmitted
language. Language as social process (distinctively different from information-transmission
type of communication) Interaction is the key element of CLL.

-Language is people: Person in contact Person in response.

-CLL interactions: Interaction between learner learners and knowers

-CLL is the holistic (whole-person learning): Cognitive, affective





TEACHERS ROLE

The teacher becomes a kind of counselor which is an advisor who listens, understands
and helps you learn and is responsible for providing a safe environment that is responsible
for organizing and managing tasks, especially in the initial stages so that students can turn
their attention to the tasks of communication and learning.

It is important to work with the emotional factors of the learner to be a mediator in the
process of learning and the motivation as stimulator and enhancer element of the skills
that it will be acquiring.

STUDENTS ROLE

Students participate decisively in designing the program, It is committed to be involved at
every stage of their learning not only in cognitive tasks, but also to resolve emotional
conflicts so it is what promotes motivation for which the learner is expected to become a
member of the community of speakers and learn interactively with its members.
The main roles of the learners are that of helping their peers in learning.


MATERIALS

The activities that applied this method included both innovative tasks as conventional
activities.

Among the first we can mention the following:
* RECORDING of the messages sent by students in the classroom with the teacher's help
(in case its an intense prayer, its fragmented and ready to listen to in whole again).

* TRANSCRIPTION messages or productions / talks in the classroom, which will be
written on the board and translated into the mother tongue.

* REFLECTION AND OBSERVATION worked stopped on materials and performing other
tasks assigned by the teacher reinforcement.

* PRONUNCIATION PRACTICE. Its purpose is the acquisition of phonetics of the target
language in the language laboratory repetitively until the learner has perceived that
properly internalized.

* TASK CREATION GROUP. It works with the vocabulary of conversations other generate
conversational situations.

Among those that can be considered as conventional activities can include, for example
direct translation group work.

The materials are, as discussed above, resulting from interactions among students,
summaries of linguistic structures as well as the productions generated in the form of
conversations, dialogues or dramas. This means you dont need a textbook, but there is no
harm in using some of the existing market as in-class support.


ADVANTAGES AND DISADVANTAGES OF THIS METHOD


The benefits of CLL are a method that focuses on the student and to this we must add the
importance of humanistic aspect in learning the language.

The disadvantages seem to be greater in number than the benefits. Among them we
should mention the following:

a) The need for teachers to know the nuances of the L1 and L2.

b) Resist pressure to teach with traditional systems.

c) Do not work with conventional materials based on student issues to shape and
motivate.

Another inconvenient is that the absence of a priori program syllabus or assessment is
difficult, if not to use periodic reviews.


CONCLUSIONS

In summary, the responsibility is shared between the teacher and students.

The method helps students enter an atmosphere of trust and lose their fear of
participating, they need the teacher's help, so the conversation does not occur naturally
and takes time to carry it out, because the teacher intervenes in the translation of the
student want to say, of their native language to the language that you are learning through
this method.

Language is not only communication but it includes the person, their culture, and their
education.
The important is to know how to combine this CLL method with other methods of teaching
and learning for satisfactory results in an L2 learning




EXAMPLE

Objective

The learning is developed in community through repetition and viewing.







Practice

To begin, the teacher meets with the students in a circle and by means of a couple of
paper figures already cut before trying to assemble a monster.

The teacher makes the role of guide, while one of the students taking one of the paper
figures and said the name of the party that took as long as the paste it into a wall,
repeatedly saying the name of the part that took and all repeat with the professor.

So on each student's taking of consecutively one of the parties to the monster while repeat
that part is what took and then assembled at the wall next to the other parties forming the
figure of the monster.

CIBERGRAFHY

http://www.ssenglishteacher.com/historiadelosmetodos.htm
http://personal.ashland.edu/poverlan/holes/comm-lang-lrng-ovrview.pdf
http://www2.vobs.at/ludescher/Alternative%20methods/community%20language%20teachi
ng.htm#The syllabus
http://www.ne.jp/asahi/kurazumi/peon/R&R/R&RCh8.html
http://wayansidakarya.blogspot.com/2012/06/community-language-learning-cll.html
http://www.ehow.com/info_8628939_objectives-community-language-learning-
approach.html
http://cvc.cervantes.es/ensenanza/biblioteca_ele/diccio_ele/diccionario/aprendizajelengua
comunidad.htm

BIBLIOGRAPHY

Techniques and principles in language teaching (Diane Larsen freeman)