Freddy's: Community Language Learning

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.

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 Krashen’s Monitor Theory (Affective Filter Hypothesis) and the
Cognitive Theory where the human mind is active .

TECHNIQUES

1) Build relationship
2) Explain procedure
3) Set time limit
4) Language for communication
5) Human Computer

a- teacher stands behind students
b- teacher repeats , doesn’t correct
c- interaction among students
d- students feel in control /
responsible
6) Native language + translation
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 + self-evaluation
16) Integrative Test : Paragraph writing
or oral interview

PRINCIPLES

1) Tape Recording
2) Transcription
3) Reflection on Experience
4) Reflective Listening
5) Human Computer
a- teacher stands behind students
b- teacher repeats , doesn’t correct
c- interaction among students
d- students feel in control / responsible
6) Small Group Tasks

Lesson Plan
Lesson Title: Community Language Learning

Focus of Lesson: To encourage and promote real conversations in English with beginning language learners.

Objectives:

* To hear the correct pronunciation of English words
* To repeat and re-create the pronunciation
* To foster a relaxed atmosphere for English language learning
* To promote student-student interaction
* To practice grammatical structures of the English Language

Level of Students: Beginning Level

Applicable Learning Standards: ELA 1: read, write, listen, and speak for information and understanding. ELA 4: read, write, listen, and speak for social interaction

Preparation Time: The teacher should be familiar with the philosophy and techniques of

The Counseling Approach (Community Language Learning).

Implementation Time: approximately one hour (flexible)

Materials and Supplies:

* Portable tape recorder
* Classroom board with chalk or markers

Room Arrangement: Students sit in a circle, preferably around a table. (I didn’t have access to a round table and had the students put their chairs in a circle).

Introduction to Teachers: Many beginning ESOL Students are afraid to speak English for fear that they will be speaking incorrectly and perhaps laughed at. This approach provides a very relaxing and supportive atmosphere and actually gets the students to engage in real conversation. They hear the correct pronunciation from the teacher who stands behind the students and coaches them. The students are amazed to hear their conversations on the tape recorder.

Procedure:

Introduction to Activity:

Ask the students to move the tables back and form a circle with the chairs. Explain to the students that they will speak about whatever they wish (the weather, feelings, the class etc.) in correct English into a tape recorder. Tell the students that you will help them with their English and translate from Spanish (or the student’s L1) if necessary. Have one student who understands translate your introduction into Spanish, if possible.

Show the students that they will only speak into the tape recorder when they are speaking correctly.

Development of Activity:

Allow the students to be silent for a while until one of them feels ready to speak. (If the silence persists, encourage them to begin and remind them that they can speak in their L1, and that you will help them).

When a student is ready to speak stand behind him or her. Listen to the student’s statement or question. Slowly say the statement (or question) in correct English in repeatable chunks (3 to 4 word phrases) and allow the student to repeat after you until his or her pronunciation and intonation is clear. When the student is able to say their phrase clearly allow him or her to record the phrase. When the student has finished recording he or she should press the "pause" button on the tape recorder. The next student to speak follows the same procedure: practicing their pronunciation with the teacher standing behind them until you feel that student is ready to speak into the tape recorder.

A Conversation from my ESOL 1 Class:

Eduvina: Narda, how are you today?

Narda: Good

Eduvina: Did you like your new job?

Narda: Yes, I liked it.

Rosa: Do they need another person at the job?

Narda: Yes, but I have to ask the supervisor.

Rosa: Narda, please speak to the supervisor for me.

Narda: Okay, Rosa, tomorrow.

Do you know where I work and what I do?

Rosa: Yes, you work in housing.

Ruth: What are we going to do next week?

Eduvina: I’m going to my job on Tuesday.

Gricelda: Why is there no class on Tuesday?

Narda:Narda: Because the teacher has a meeting.

Rosa: I’m staying home.

Luisa: Why?

Rosa: I don’t have a job.

Ruth: Why don’t you have a job?

Rosa: I couldn’t get my fingerprints done.

After the Conversation:

Ask the students how they felt during the conversation and taping? Play the tape for the students. Ask them how it sounded to them. What and who sounded better? Why?

Play the tape again this time, pausing the tape to write each sentence on the board.

Have the students repeat the conversation and read from the board, either chorally or individually. Point to the words, but don’t speak. If their pronunciation is incorrect, then correct it (you’ll have to speak for that) and have the students repeat.

Have different students take on different roles of the conversation. Try to promote natural speaking instead of a prepared reading.

Ask the students which words they found difficult to pronounce and underline these words. Also ask them which words are new to them and underline these as well.

You can choose any focus you wish. I focused on pronunciation and vocabulary, but as a follow up I decided to focus on the formation of questions.

Assessment:

The students will be assessed by their participation in this exercise. This can be done visually by the teacher: are the students speaking, listening, repeating chorally and practicing the dialogue? Do the students seem engaged? If the focus is on pronunciation the teacher needs to circulate among the groups to listen for and correct pronunciation difficulties.

Reflection on Lesson:

The lesson was well received by the students, although they were a little frightened at first. They smiled and laughed as they listened to the tape. They were able to recognize who sounded more natural. They also told me that they thought they needed to speak more English and pronounce better. I decided to incorporate this lesson into my teaching routine.

COMMUNITY LANGUAGE DIALOGUE AND WORKSHEET ESOL 1 TILLA ELAHI, TEACHER
Luisa: Ruth, why didn’t you come to school Tuesday?
Ruth: I had an appointment.
Rosa: What kind of appointment?
Ruth: I had a doctor’s appointment.
Militza: Alberta, how many children do you have?
Alberta: I have 3 children.
Luisa: Did you resolve the problem with your son?
Alberta: No.
Luisa: Is the problem serious?
Alberta: No, it’s not serious.
Militza: What’s the problem?
Alberta: I want to transfer my son out of his school.
Militza: How old is your son?
Alberta: My son is 15 years old.
Rosa: What’s wrong with his school?
Alberta: The students disrupt the class too much. They tease my son.
Ruth: What school does he go to? Alberta: John Jay

VOCABULARY WORDS
kind wrong disrupt tease

GRAMMAR

1. Question Words
Did-does-do Examples: Ruth, why didn’t you come to school? Did you resolve the problem with your son? What school does he go to? With the verb- Be (is, are, am)- DON’T USE DO-DOES-DO! Examples: How old is your son? What is the problem? Is the problem serious?