Inside CLL Method: Techniques and Principles Review

1. Reviewing the PrinciplesTechniques of CLL Lecture # 15

2. REVIEW OF THE LAST LECTURE • Who would give me summary of the last lecture?

3. Goals of Teacher using CLL Method • To help learners use target language communicatively. • To help students know about their own learning. • To have teaching learning process in non-defensive manner. ( this can be done when SS and TT treat each other as a whole person)

4. Role of the teacher and Students • Teacher’s role: • Counselor : he skillfully handles the situations. • Student’s role: • Initially dependent upon the teacher; client of the counselor • Learner becomes independent after sometime, if he continues studying. • CLL suggests five stages from dependency to independency. • During stage iv the roles switch. The student no longer needs the teacher’s encouragement and absolute sense of security.

5. Characteristics of teaching/learning process • Stage-1: Conversation • Later, transcript is made of the conversation • The transcript becomes the text. • Various activities are done which include: grammar, pronunciation etc. Allowing students to explore more language.

6. Characteristics of teaching/learning process Curran six elements necessary for non-defensive learning. • The first one is security • Aggression; ss should be given opportunity to assert themselves • Attention: • Reflection • Retention • Discrimination; sorting out differences among target language forms

7. Nature of student-teacher interaction; Nature of Student-student interaction • Student- teacher interaction changes with the lesson and overtime. • Sometime students are aggressive; teacher facilitates them in the target language. • The teacher removes himself from the conversation’ he just helps student move on in conversation. • Rardin is of the view that CLL is neither student-centered nor teacher centered, but rather teacher-student centered, with both being decision makers in the class. • Relation building is encouraged in this approach for non-defensive learning.

8. Students’ feelings Students’ feelings are considered important in this method. • Inviting students to comment on how do they feel while the teacher understands how they feel. • Students’ security is provided by using their native language in the class.

9. How is language/culture viewed? • Language is for communication • Curran believes that learning is persons • Both the teacher and the taught agree to trust one another and the learning process. • The focus shift from grammar and sentence formation to a “sharing and belonging between persons” • Curran also believes that language is to develop creative thinking; culture is integrated with language.

10. Areas of Language; Language Skills • In the early stages, students design the syllabus; • Later teacher can also……. • Pronunciation, grammar point, vocabulary are worked based on the language students have generated.

11. Role of Students’ Native Language • SS’ security is enhanced by using their native language. • Where possible, literal native language translations are also given to the target language words that have been transcribed. • Later stages more and more target language is used. • Meaning are cleared through pantomimes as well.

12. How is Evaluation accomplished? • No particular mode of evaluation is prescribed in the CLL Method. • A teacher-made classroom would focus on integrative test rather than a discrete-point one. • Students would be asked to writer a paragraph or be given an interview.

13. How does teacher respond to Student errors? • Teacher work with the learners in non-threatening way. • Teacher repeats correctly what the student has said incorrectly.

14. Reviewing the Techniques: • Tape Recording Student Conversation • Transcription • Reflection on Experience

15. Reviewing the Techniques: • Reflective Listening • Human Computer • Small Group Tasks • Small Group Tasks

16. Summary • Who would give me summary?