Community Language Learning

Introduction

In language teaching methodologies, the Community Language Learning (CLL) method stands out as a pioneering approach that prioritizes the human dimension of learning.

Emerging in response to the limitations of previous methods, CLL integrates counseling techniques to address the emotional and psychological aspects of language acquisition.

Developed in the 1970s by Charles Curran, CLL draws inspiration from Carl Rogers’ humanistic view of education, emphasizing empathy, trust, and collaboration within a supportive community. 

This method challenges traditional teacher-student dynamics, fostering a learning environment where individuals are empowered to guide their own linguistic journey.

Let’s delve deeper into the principles, stages, and dynamics of CLL, exploring its advantages, disadvantages, and the unique experience it offers to language learners.

Background and Principles of Community Language Learning

The Chomskyan linguistic revolution heralded a paradigmatic shift in language teaching, diverting attention from surface structures to the deeper realms of language acquisition.

Departing from the audiolingual method’s mechanistic drills, psychologists emphasized the significance of the affective domain, laying the foundation for innovative teaching methodologies. Among these methods, emerged Community Language Learning (CLL). It distinguished itself by integrating counseling techniques to address learners’ emotional and linguistic challenges

Inspired by Carl Rogers’ educational philosophy, Charles Curran pioneered CLL as a “Counseling-learning” model, prioritizing interpersonal dynamics and creating a supportive community conducive to language acquisition.

Community Language Learning Class Dynamics

Within a CLL classroom, learners assume an active role in shaping the learning experience. Encouraged to determine the content and direction of conversations, participants engage in dialogue within a supportive circle facilitated by a counselor-teacher.

This collaborative dynamic fosters trust, empathy, and mutual respect, creating an environment where learners feel empowered to explore language in a meaningful and personalized manner.

Through interactions in their native language, learners receive guidance, translations, and feedback from the counselor, facilitating an inductive approach to language learning.

Principles of CLL

CLL differs from other language teaching methods as it is rooted in an approach modeled on counseling techniques aimed at alleviating anxiety, threats, and personal and language-related challenges encountered during foreign language acquisition. Originally developed by Charles Curran, CLL draws inspiration from Carl Rogers’ educational philosophy.

 In this “Counseling-learning” model, learners in a classroom are perceived as a cohesive group rather than a traditional class, viewed as individuals in need of therapeutic support and guidance. The social dynamics within the group are crucial, necessitating specific conditions for effective learning to occur.

Members are encouraged to interact in interpersonal relationships, fostering a collaborative environment. Students and teachers collaborate to facilitate learning by:

• Valuing each other’s contributions,
• Lowering defenses that hinder interpersonal interaction,
• Reducing anxiety through supportive interactions,
• Establishing a nurturing and supportive community.

The role of teachers in CLL resembles that of a counselor. They:

• Are not perceived as a threat but as facilitators of learning,
• Avoid imposing boundaries and limits, promoting openness and exploration,
• Concentrate on addressing the individual needs of learners, prioritizing their growth and development.

Stages in Community Language Learning

CLL unfolds through five distinct stages, mirroring the developmental trajectory of individuals as they progress in their linguistic journey.

Beginning with a sense of security and dependence on the “knower,” learners gradually transition to independence and fluency, ultimately becoming the “knower” themselves.

Each stage is characterized by evolving levels of autonomy, self-awareness, and receptivity to feedback, culminating in the attainment of linguistic independence.

Here are the primary stages in Community Language Learning:

1. Birth Stage:
   • The “Birth” stage marks the initial phase of the CLL process, where learners experience a sense of security and belonging within the learning community. At this stage, learners rely heavily on the counselor, often exhibiting a high degree of dependency as they navigate the unfamiliar terrain of the target language. The counselor assumes a nurturing role, providing reassurance, support, and guidance as learners acclimate to the language learning environment.
2. Self Stage:
   • As learners progress, they transition to the “Self” stage, characterized by a growing sense of autonomy and agency in their language learning journey. At this stage, learners begin to grasp the basic structures and patterns of the target language, gaining confidence in their ability to communicate and express themselves. While still reliant on the counselor for support and guidance, learners exhibit increasing independence as they explore language independently and seek assistance as needed.
3. Separate Existence:
   • In the “Separate Existence” stage, learners achieve a greater degree of linguistic independence, demonstrating proficiency in expressing themselves and engaging in meaningful interactions in the target language. At this stage, learners are capable of functioning autonomously within the learning community, relying less on the counselor for direct assistance and guidance. Instead, they actively participate in conversations, initiate interactions, and collaborate with peers to further their language acquisition goals.
4. Adolescence Stage:
   • The “Adolescence” stage represents a critical phase of development where learners confront the complexities and challenges of language acquisition with a heightened sense of self-awareness and maturity. At this stage, learners exhibit greater confidence in their linguistic abilities while remaining open to feedback, correction, and constructive criticism from peers and counselors. Learners embrace opportunities for growth, actively seeking out new linguistic challenges and experiences to expand their proficiency and fluency.
5. Independence Stage:
   • In the final stage of CLL, known as the “Independence” stage, learners achieve complete autonomy and mastery in the target language, embodying the role of the “knower” within the learning community. At this stage, learners are capable of navigating diverse linguistic contexts, expressing themselves fluently and confidently, and serving as mentors and resources for fellow learners. With a deep understanding of the language and its cultural nuances, learners emerge as empowered, self-directed individuals ready to embark on new language learning endeavors.

Community Language Learning Class

Here is what you may find in a CLL class:

• Students determine the content of the conversation, fostering ownership and engagement.
• Clients/learners establish interpersonal relationships and trust using their native language as a foundation.
• The class adopts a circular seating arrangement, with the teacher/counselor positioned outside the circle, symbolizing guidance and support.
• Learners initiate conversations, promoting autonomy and active participation.
• Conversations predominantly occur in the learners’ native language, ensuring comfort and fluency.
• The counselor provides translations and explanations, facilitating understanding and language acquisition.
• Learners strive for accuracy by repeating utterances, enhancing language proficiency and retention.
• Conversations may be recorded for later review and reflection, maximizing learning outcomes.

Advantages and Disadvantages of Community Langauge Learning

Advantages of CLL:

• CLL endeavors to mitigate the intimidating affective factors present in EFL and ESL contexts.
• The counselor empowers learners to determine the type of conversation and to analyze language inductively, fostering autonomy and critical thinking skills.
• The student-centered nature of the method can bolster both extrinsic and intrinsic motivation, enhancing engagement and learning outcomes.

Disadvantages of CLL:

• The counselor/teacher’s non-directive approach may lead to ambiguity, requiring clearer directions for students.
• The method heavily relies on inductive learning, neglecting the potential benefits of deductive approaches.
• Translation poses a complex and challenging task, highlighting the importance of the counselor’s proficiency in translation for the method’s success.

Conclusion

In conclusion, Community Language Learning represents a paradigm shift in language teaching, placing human interaction and emotional well-being at the forefront of the learning process. By integrating counseling techniques with language instruction, CLL offers a unique approach that empowers learners to navigate linguistic challenges in a supportive community setting. 

While not without its challenges, CLL exemplifies the potential of learner-centered methodologies to foster meaningful engagement, intrinsic motivation, and linguistic growth. As educators continue to explore innovative approaches to language teaching, CLL stands as a testament to the transformative power of empathy, collaboration, and human connection in the pursuit of language proficiency.

Related Pages:

• H. Douglas Brown (1987). Principles of language learning and teaching. Englewood Cliffs, New Jersey, Prentice Hall
• Richards, Jack C. and Theodore S. Rodgers (1986). Approaches and methods in language teaching: A description and analysis. Cambridge: Cambridge University Press

Other sources: Wikipedia – CLL