tesl ipg
Methods and definition
Strength
Weaknesses
Community Language Learning
‘Whole-person learning means teachers consider not only their student intellect, but also have some understanding of the relationship among students’ feelings, physical reactions, instinctive protective reactions, and desire to learn’ (Freeman, 2000)
‘…draws on the counselling metaphor to redefine the roles of the teacher (the counsellor) and learners (the clients)…’ (Richards and Rodgers, 1986) ‘…designer method which arose in the flurry of methodological experimentation in the 1970’s which form part of the Humanistic Approach to language learning.’ (Maley, 2009)
Students have the opportunities to express their own thoughts and opinions.
Students have the opportunities to communicate with each other in the classroom.
Students can learn the culture of the target language because the teaching materials are related to the social environments.
The communicative situation makes students reconstruct their knowledge and thoughts, so students can learn to fluently speak the target language more easily.
Learners appreciate the autonomy CLL offers them and thrive on analysing their own conversations.
CLL works especially well with lower levels who are struggling to produce spoken
English.
The class often becomes a real community, not just when using CLL but all of the time. Learners become much more aware of their peers, their strengths and weaknesses and want to work as a team.
It’s difficult for a nonnative speaking teacher who is not very proficient in the target language to teach effectively. Teacher training and certificationare needed.
Students’ pronunciation and grammatical knowledge is poor.
It is difficult for teachers to evaluate students’ expression in the learning process.
In the beginning some learners find it difficult to speak on tape while others might find that the conversation lacks spontaneity.
We as teachers can find it strange to give our learners so much
Strength
Weaknesses
Community Language Learning
‘Whole-person learning means teachers consider not only their student intellect, but also have some understanding of the relationship among students’ feelings, physical reactions, instinctive protective reactions, and desire to learn’ (Freeman, 2000)
‘…draws on the counselling metaphor to redefine the roles of the teacher (the counsellor) and learners (the clients)…’ (Richards and Rodgers, 1986) ‘…designer method which arose in the flurry of methodological experimentation in the 1970’s which form part of the Humanistic Approach to language learning.’ (Maley, 2009)
Students have the opportunities to express their own thoughts and opinions.
Students have the opportunities to communicate with each other in the classroom.
Students can learn the culture of the target language because the teaching materials are related to the social environments.
The communicative situation makes students reconstruct their knowledge and thoughts, so students can learn to fluently speak the target language more easily.
Learners appreciate the autonomy CLL offers them and thrive on analysing their own conversations.
CLL works especially well with lower levels who are struggling to produce spoken
English.
The class often becomes a real community, not just when using CLL but all of the time. Learners become much more aware of their peers, their strengths and weaknesses and want to work as a team.
It’s difficult for a nonnative speaking teacher who is not very proficient in the target language to teach effectively. Teacher training and certificationare needed.
Students’ pronunciation and grammatical knowledge is poor.
It is difficult for teachers to evaluate students’ expression in the learning process.
In the beginning some learners find it difficult to speak on tape while others might find that the conversation lacks spontaneity.
We as teachers can find it strange to give our learners so much