Community language Learning (CLL)
1. Discuss the main goals of language teachers in this method. How do
they achieve this?
The main goal of teachers in CLL is to help students communicate confidently in the
target language while fostering trust and collaboration. Teachers achieve this by
encouraging students to express themselves and use their native language if needed,
gradually introducing the target language through meaningful conversations.
2. How does a teacher become a counselor?
A teacher becomes a counselor by creating a supportive and non-judgmental
environment. They listen to students’ needs, guide them through language challenges,
and provide reassurance.
3. How are conversations produced in this method? What is the post-
production phase?
• Conversations: Students initiate conversations in their native language, and the
teacher translates them into the target language. Students then practice repeating and
using the phrases.
• Post-production phase: The teacher reviews the conversation with students,
analyzing grammar, vocabulary, and pronunciation. This phase helps solidify
language understanding.
4. Language learning in CLL consists of 5 stages. What makes the first
three stages different from the fourth and fifth?
• First three stages: Students rely heavily on the teacher for translation and
guidance. They feel unsure and need support to build confidence.
• Fourth and fifth stages: Students become more independent, using the target
language with less help. They develop fluency and autonomy in communication.
5. Describe the following statements:
a. “CLL is neither teacher-centered nor student-centered but rather student-
teacher centered.”
The teacher and students work together, sharing responsibility for learning. The teacher
provides guidance, while students actively participate in creating content.
b. “Learning is persons.”
This means learning focuses on the emotional and social needs of students, recognizing
their individuality and feelings during the learning process.
c. “Whole-person learning.”
CLL addresses not only the intellectual but also the emotional and interpersonal aspects
of learning. It helps students feel emotionally secure while learning.
6. What kind of textbook is used in this method? Where do teaching
materials come from?
CLL does not rely on traditional textbooks. Materials come from students’ conversations
and real-life communication needs. The teacher may record dialogues, transcribe them,
and use them as teaching resources.
7. Why does the teacher:
a. Set a time limit for a classroom activity?
To keep activities focused and prevent students from losing interest or becoming
overwhelmed.
b. Stand behind the students?
To reduce students’ anxiety and avoid direct pressure, helping them feel less self-
conscious.
c. Ask students to talk about their feelings towards lessons?
To understand students’ emotional responses and make adjustments to improve their
comfort and motivation.
d. Accept what the students say about the lesson?
To build trust and show that their opinions and feelings are valued.
e. Give extra time for copying?
To allow students to process and reflect on what they’ve learned, reinforcing their
understanding.
8. What are six non-defensive elements necessary for language
learning? Give an example to show how each is actualized in language
classes.
1. Security: Creating a safe environment where students feel supported.
Example: The teacher reassures students when they make mistakes.
2. Attention: Focusing on meaningful communication.
Example: Using real-life topics for conversations.
3. Retention: Reinforcing learning through repetition.
Example: Students practice repeating phrases in the target language.
4. Reflection: Giving time to review and think about what was learned.
Example: Discussing the conversation’s grammar and vocabulary.
5. Discrimination: Helping students recognize differences in language forms.
Example: Comparing similar-sounding words or phrases.
6. Interaction: Encouraging collaboration among students.
Example: Pairing students to practice conversations together.
9. What are some criticisms leveled against CLL?
1. Lack of structure: The method can feel unorganized because it relies on student-
led conversations.
2. Overemphasis on emotions: Critics argue it focuses too much on feelings rather
than language proficiency.
3. Limited fluency development: Students may struggle to transition from guided
practice to real-world fluency.
4. Teacher dependency: Beginners rely heavily on the teacher, which can slow
down independent learning.