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Chapter 7 (Community Language Learning) - Coggle Diagram
Chapter 7 (Community Language Learning)
Introduction
students as ‘whole persons'
The Counseling-Learning approach developed by Charles A. Curran.
Adults often feel threatened by a new learning situation
Language counselor
Experience
Teacher and students introduce themselves
Teacher explain the schedule
Students have a conversation
Students talk about how they felt during the conversation
Student make a group of three
Reviewing the Principles
The CLL goals
Communicatively
Students to learn about their own
learning
What's teacher and student role?
The teacher's initial role was primarily as a counselor
The learners are very dependent upon the teacher
CLL identified five stages
Stages I, II, and III, The teacher focuses on learning and supportive of learners
Stage IV & V, the teacher focus on accuracy
Characteristic of the teaching/learning process?
Conversation
Students work
Examination
Grammar
Pronunciation
Create new sentence
Curran
Six elements non-defensive learning
Security
Aggression
Attention
Reflection
Retention
Discrimination
Student-teacher interaction and student-student interaction
Change within the lesson and over time
Students are assertive
Rardin (1988)
CLL method is the teacher and students make decisions in the classroom
The feelings of the students
The teacher listens carefully to the feelings experienced by students
Language and culture viewed
Learning is person
Sharing and belonging
individual groups and shared identities
Language develop creative and critical thinking
Culture is part of language learning
Areas and language skills are emphasized
First, students choose the material they want to learn
Second, the teacher prepare specific material
The important skills
understand and speak the language at the outset, with reinforcement through reading and writing.
Student role in native language
Literal native language equivalent is given
How is evaluation accomplished?
Evaluation must be in accordance with principles of the method
Tests tend to be more integrative than discrete point tests
The teacher respond to student error
Teacher rearranges student mistakes
Techniques depend on the five stages of student learning
Reviewing the Techniques
Recording Student Conversation
Transcription
Thinking about the Experience
Reflective Listening
Human Computer
Small Group Tasks