A.

Community Language Learning

1. DEFINITION
The Community Language Learning is the method which are use by the teachers to consider their students as whole persons. Whole persons means that teachers consider not only their students intellect, but also have some understanding of the relationship among students feelings, physical reactions, instinctive protective reactions, and desire to learn. The teachers who use this method want their students to learn how to use the target language communicatively. They focuses not only on the language but also on the being supportive of learners in their learning process. In the class, the teachers become counselor. It is doesnt mean the teachers trained their students in psychology. In this method, the teachers use taperecorded, transcription, reflection on experience, reflective listening, human computer, and small group tasks to see our whole persons. With use tape-recorded, they can learn about conversation easily. The teacher give them some chunks on the transcript, they must repeat it with her. In this method, the teachers use small groups to help the students can get more practice with the target language and allow them to get to know each other better.

2. Methods
a. Natural Approach The foreign language learner's tasks, according to CLL are to apprehend the sound system of the language (2) assign fundamental meanings to individual lexical units and construct a basic grammar. In these three steps, the CLL resembles the Natural Approach to language teaching in which a learner is not expected to speak until he has achieved some basic level of comprehension. There are 5 stages of development in this method. 1. Birth stage: feeling of security and belonging are established. 2. As the learners' ability improve, they achieve a measure of independence from the parent. 3. Learners can speak independently.
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4. The learners are secure enough to take criticism and being corrected. 5. The child becomes an adult and becomes the knower.

b. Online Communities
A new wave of Community Learning Languages have come into place with the internet growth and the boom of social networking technologies. These online CLLs are social network services that take advantage of the Web 2.0 concept of information sharing and collaboration tools, for which users can help other users to learn languages by direct communication or mutual correction of proposed exercises.

3. How it works in the classroom

In a typical CLL lesson I have five stages: Stage 1- Reflection I start with students sitting in a circle around a tape recorder to create a community atmosphere.

The students think in silence about what they'd like to talk about, while I remain outside the circle.

To avoid a lack of ideas students can brainstorm their ideas on the board before recording.

Stage 2 - Recorded conversation Once they have chosen a subject the students tell me in their L1 what they'd like to say and I discreetly come up behind them and translate the language chunks into English.

With higher levels if the students feel comfortable enough they can say some of it directly in English and I give the full English sentence. When they feel ready to speak the students take the microphone and record their sentence.

It's best if you can use a microphone as the sound quality is better and it's easier to pick up and put down.
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Here they're working on pace and fluency. They immediately stop recording and then wait until another student wants to respond. This continues until a whole conversation has been recorded.

Stage 3 Discussion Next the students discuss how they think the conversation went. They can discuss how they felt about talking to a microphone and whether they felt more comfortable speaking aloud than they might do normally.

This part is not recorded.

Stage 4 Transcription Next they listen to the tape and transcribe their conversation. I only intervene when they ask for help.

The first few times you try this with a class they might try and rely on you a lot but aim to distance yourself from the whole process in terms of leading and push them to do it themselves.

Stage 5 - Language analysis I sometimes get students to analyse the language the same lesson or sometimes in the next lesson. This involves looking at the form of tenses and vocabulary used and why certain ones were chosen, but it will depend on the language produced by the students.

In this way they are totally involved in the analysis process. The language is completely personalised and with higher levels they can themselves decide what parts of their conversation they would like to analyse, whether it be tenses, lexis or discourse.

With lower levels you can guide the analysis by choosing the most common problems you noted in the recording stages or by using the final transcription.

Length of stages The timing will depend entirely on the class, how quickly they respond to CLL, how long you or they decide to spend on the language analysis stage and how long their recorded conversation is. Be careful however that the conversation isn't too long as this will in turn make the transcription very long For and against CLL Pros

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. Students become much more aware of their peers, their strengths and weaknesses and want to work as a team.

Cons

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 students so much freedom and tend to intervene too much.

In your efforts to let your students become independent learners you can neglect their need for guidance.

Working with monolingual or multilingual classes I have used CLL with both monolingual and multilingual classes and found that it works well with both. With the multilingual low-level classes I, as the teacher-counsellor, reformulated their English in the same way you might do with higher levels. However, the first few

attempts at CLL work better with a monolingual class as the instructions can be given in L1. It's important that the learners understand their and your new roles in the language learning process.

Working with large classes For the first lesson it's important to record the conversation as a whole class even though this can limit student-speaking time. It's more practical in terms of giving instructions before you start and for moving from one student to another when they need you to translate or reformulate what they want to say. The next time you use CLL however, you could split the class into two groups. This gives them more speaking time.

Make sure the groups are far enough away from each other for the recording stage but not so far that you can't move freely from one group to another.

A further alternative is that they swap tapes for the transcription stage. The language is obviously less personalised but their listening skills are being challenged in a different way and they still feel part of a whole class community.

Conclusion Although CLL is primarily meant as a 'whole' approach to teaching I have found it equally useful for an occasional lesson, especially with teenagers. It enables me to refocus on the learner while my students immediately react positively to working in a community. They take exceptionally well to peer-correction and by working together they overcome their fear of speaking. I have also found quieter students able to offer corrections to their peers and gladly contribute to the recording stage of the lesson. It's a teaching method which encompasses all four skills while simultaneously revealing learners' styles which are more or less analytical in their approach to language learning. All of which raises our awareness as a teacher and that of our students.

B. The Silent Way

Silent Way is an approach to teaching foreign languages developed by Dr. Caleb Gattegno, based on a theory of learning and teaching rather than on a theory of language. Although Caleb Gattegnos Silent Way did not stem directly from the Cognitive Approach, it shares certain principles with it. For example, One of the basic principles of That Silent Way is that teaching should be subordinated to learning. The goals of teacher who use The Silent Way are Student should be able to use the language for self-expression to express their thought, perceptions, and feelings. Students become independent by relying on themselves. The teacher, therefore, should give them only what they absolutely need to promote their learning

Teacher And Learner Roles a) Teacher Roles 1. The teacher should be silent as much as possible in the classroom to encourage the learner to produce as much language as possible. 2. The teacher is expected to create an environment that encourages students risk taking that facilitates learning. 3. The teacher should give only what help is necessary. In other words, the teacher makes use of what students already know. The more the teacher does for the students what they can do for themselves, the less they will do for themselves (Larsen-Freeman 1986).

b) Learner 1. The learner is expected to become independent, autonomous, and responsible in language 2. Learners are expected to interact with each other and suggest alternatives to each other. They must learn to work cooperatively rather than competitively. The teachers silence encourages group cooperation. 3. In order not to miss what the teacher says, learners must give the teacher their attention. Learner-attention is a key to learning.

Learning process
A sound-color chart for English; these charts are used right from the beginning stages to teach pronunciation and word stress. In the Silent Way students are seen as bringing a vast
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amount of experience and knowledge with them to the classroom; namely, their first language. The teacher capitalizes on this knowledge when introducing new material, always building from the known to the unknown. The students begin their study of the language by studying its sound system. The sounds are associated to different colors using a sound-color chart that is specific to the language being learned. The teacher first introduces sounds that are already present in the students' native language, and then progresses to sounds that are new to them. These sound-color associations are later used to help the students with spelling, reading, and pronunciation. The Silent Way uses a structural syllabus. The teacher will typically introduce one new language structure at a time, and old structures are continuously reviewed and recycled. These structures are chosen for their propositional meaning, not for their communicative value. The teacher will set up learning situations for the students which focus their attention on each new structure. For example, the teacher might ask students to label a floor plan of a house in order to introduce the concepts of inside and outside. Once the language structures have been presented in this way, learners learn the grammar rules through a process of induction. Translation and rote repetition are avoided, and instead emphasis is placed on conveying meaning through students' perceptions, and through practicing the language in meaningful contexts. In the floor plan example, the plan itself negates the need for translation, and the teacher is able to give the students a lot of meaningful practice simply by pointing to different parts of the house. The four skills of active listening, speaking, reading, and writing are worked on from the beginning stages, although students only learn to read something after they have learned to say it. Evaluation in the Silent Way is carried out primarily by observation. The teacher may never give a formal test, but he is constantly assessing students by observing their actions. This allows him to respond straight away to any problems the students might have. The teacher may also gain feedback through students' errors; errors are seen as natural and necessary for learning, and can be a useful guide as to what structures need more practice. Finally, the teacher may gain feedback by asking the students at the end of the lesson. When evaluating the students, teachers expect them to learn at different rates, and students are not penalized for learning more slowly than their classmates. Teachers look for steady progress in the language, not perfection.
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Teaching techniques
Just as the name implies, silence is a key tool of the teacher in the Silent Way. From the beginning levels, students do 90 percent or more of the talking. Being silent moves the focus of the classroom from the teacher to the students, and can encourage cooperation among them. It also frees the teacher to observe the class. Silence can be used to help students correct their own errors. Teachers can remain silent when a student makes a mistake to give them time to self-correct; they can also help students with their pronunciation by mouthing words without vocalizing, and by using certain hand gestures. When teachers do speak, they tend to say things only once so that students learn to focus their attention on them. A Silent Way classroom also makes extensive use of peer correction. Students are encouraged to help their classmates when they have trouble with any particular feature of the language. This help should be made in a cooperative fashion, not a competitive one. One of the teacher's tasks is to monitor these interactions, so that they are helpful and do not interfere with students' learning. Advantages 1) Learning through problem solving looks attractive especially because it fosters: creativity, discovery, increase in intelligent potency and long term memory. 2) The indirect role of the teacher highlights the importance and the centrality of the learner who is reponsible in figuring out and testing the hypotheses about how language works. In other words teaching is subordinated to learning Disadvantages 1) The Silent Way is often criticised of being a harsh method. The learner works in isolation and communication is lacking badly in a Silent Way classroom. 2) With minmum help on the part of the teacher, the Silent Way method may put the learning itself at stake. 3) The material ( the rods and the charts) used in this method will certainly fail to introduce all aspects of language. Other materials will have to be introduced.