ENGL 4703 Chapter 7 Notes Community Language Learning Method
ENGL 4703 Chapter 7 Notes Community Language Learning Method ENGL 4703
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This 0 page Class Notes was uploaded by Stephanie Notetaker on Friday March 11, 2016. The Class Notes belongs to ENGL 4703 at Arkansas Tech University taught by Dr. Stanley Lombardo in Winter 2016. Since its upload, it has received 23 views. For similar materials see Teaching English as a Second Language in Foreign Language at Arkansas Tech University.
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Date Created: 03/11/16
Community Language Learning Chapter 7 0 Community Language Learning Method CLL is one of those which purport to be holistic approaches to secondlanguage acquisition 0 Encourages the teacher to consider each student as a quotwhole person one embracing fears of learning a new language anxiety about performing in a new classroom situation apprehension about failure at the imposing task of learning the TL tension from a phobia of change and fear of appearing foolish before a classroom full of hisher peers 0 Based on the premise that teaching should be subordinated to learning that is the eager active young language learners essentially create their own curriculum while the teacher assumes the role of facilitator or quotlanguage counselorquot Ideally the teacher is someone who has succeeded in the process of learning a second language and therefore is able to understand the struggles and concerns of the students as they attempt to learn another language 0 The teacher allows the students to generate a dialogue on some subject of interest to them 0 Although this approach is potentially useful the method depends upon the technique of using a tape recorder hence it is somewhat gimmicky in its approach The students may nd the uniqueness of recording their dialogue interesting although novelty tends to wear off quickly in the classroom 0 For Example The student using L1 asks the teacher how to say a certain expression in English the teacher provides the requested expression speaking slowly and dividing longer phrases or sentences into language chunks 0 Obviously it is easier to repeat something when it is broken down into phrases rather than attempt to remember and repeat a lengthy sentence 0 After the teacher has given the necessary information the student repeats the expression again in chunks into the tape recorder only the student s voice is recorded 0 The teacher s role is something like that of a medium heshe is merely a conduit for the message heshe does not originate it nor is heshe in any signi cant sense teaching After the teacher has assembledrecorded the dialogue from the language chunks repeated by the students heshe gives them a short break during which heshe holds a Dr Phil session with the students As with the Desuggestopedia method Ch 6 giving the students a break from their academic task lowers anxiety levels encouraging them to express their feelings about the language experience allows them to air their concerns about learning the TL 0 Notice that the teacher accepts the students comments without placing any value judgement upon them if a student says heshe doesn t feel heshe has learned any English the teacher responds with a neutral expression such as quotI seequot or quotThank youquot After hearing the students voice their concerns the teacher reassures them that they will have time to learn that they are not expected to learn the dialogue immediately Again as with other methods using dialogues the teacher exposes the students to each dialogue multiple times rst allowing them to listen to it before eventually writing it on the board inL2 they do not copy it at this time Following the dialogue exercise the teacher performs the quotHuman Computerquot activity which enables the students to ask their Cybernetic Teacher to translate words phrases or sentences into English The student repeats the English expression as many times as heshe wishes the teacher listens and repeats the correct pronunciation as often as heshe is prompted to do so by the student When the student stops the teacher stops 0 After the students have become more con dent in the TL reaisticaly several weeks or months into the course the teacher may divide the class into groups and assign them to write their own dialogues recycling language from previous conversations as much as possible This may be a good time to discuss strategies of assigning students to groups There are at least three basic strategies each of which has its virtues however it is up to you as the teacher to determine which is most appropriate for your class and you may of course choose to use different strategies on different occasions 1 Select the groups totally at random i e reading the rst ve names alphabetically then the next ve then the next until you have assigned every student to a group 2 Assign at least one strong student to every group this person will become the group leader and the slower students will hopefully work harder to come up to the leader s level 3 Try grouping the students by ability levels that is assigning all of the most uent students to one group the middleabilitylevel students to another and all of the least uent to the same group It is proven that groups of ve or six are typically more productive than larger or smaller groups Smaller groups are too susceptible being absent or drop out of the class whereas larger groups can become somewhat chaotic b In the case of the weaker students being assigned to a group with students of similar ability levels will prove less intimidating than being in a group in which some of the students are uent c Among the weaker students one may become the group leader demonstrating that heshe understands the TL better than heshe had at rst believed In any event you are well advised to experiment with various grouping strategies and utilize the one that works best for your speci c class In all groupassigned projects the teacher is a member at large of every group and circulates among them helping wherever necessary 0 Your presence will help the students remain on task rather than drift off into social conversations in their L1 0 If a group is stuck for a topic for their dialogue you can ask individual students questions about their interests family background jobs andor hobbies until you hit upon a suitable topic O Have each group elect or you may assign a quotsecretaryquot who writes down the sentences as the members of the group generate them The students then read their new conversation aloud to the class 0 These dialogues should be recorded with the teacher s assistance in pronunciation and phrasing so they can be replayed as often as desired The Community Language Learning Method offers some useful techniques in teaching English as a second language 0 As with other methods dialogues play an important role in daily activities and repetition of studentgenerated conversations can help the students become comfortable with the TL How often you choose to ask the students to speak about their impressions of the languagelearning experience is up to you though twice per session is a good rule of thumb once after the rst activity and once just before the class adjourns In any event this method focuses strongly on the students their desire to learn the TL and their willingness to express their emotions both positive and negative about the languageacquisition process FYI Indeed if an ESL teacher has never studied another language heshe is in a very real and palpable sense quotsailing under false colorsquot that is heshe may have learned the relevant theories but lacks the practical experience of secondlanguage acquisition 0 A close second to learning a second language oneself is the experience of observing a child acquire hisher primary language watching himher literally from birth until roughly four years of age by which time most children have become quite uent in their native language Remember that negative remarks will also impact adversely upon the morale of the other students and your goal as teacher is to create a nonjudgmental atmosphere of acceptance within the CLL circle