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Community Language

Learning
Kong Ming Yien
Law Kai Xin
Definition
An approach in which students
work together to develop what
aspects of a language they
would like to learn.
Background
A specialist in
counselling and a
First developed by
professor of
Charles Curran
Psychology at
Loyola University

An example of
Counselling- humanistic
Learning theory approach to
language learning
Theory of • Counselling-Learning theory could be
applied to language learning
learning

• Attain near-native mastery of


Objective target language

• Learning is a holistic one since true human


learning is both cognitive and affective.
Goals (Whole-person)
• Developing a trusting relationship among
the members of the class
Sense of
security

Discrimination Attention
Factors to
whole-
person
learning
process Self
Internalization assertion
by retention and
aggression
Reflection
and
participation
Birth stage: Dependence on the knower to establish
the feeling of security and belonging

Self-stage: Learners improve and become independent


although they still seek help from the knower.

Separate existence: Learners can speak independently.

Adolescence: The learners are independent although


they are aware of the gaps in their knowledge and feel
secure enough to take criticism and being corrected.

Independence: Complete independence from the


knower.
Teaching and Learning Process
Characteristics:

Have conversation Target language


Chunks are
with native translation with
recorded
language teacher’s help

Various activities
The transcription A transcript is
are conducted for
become a text made
further explore
Characteristics in Community
Language Learning
• Members should interact in an interpersonal
relationship.
• Students and teachers work together to facilitate
learning.
• Students determine content and start the
conversation.
• Learners speak in their native language.
• The counsellor provides translations and
explanation.
• Learners repeat the utterances as accurately as
they can
• The conversation goes on and may be tapped
for later use.
Tape
recording
student
conversation

Small group
Transcription
tasks

Techniques

Language Reflection on
analysis experience

Reflective
listening
Teachers’ Role as Counselor

Threatening a
In a supportive
new learning
manner
situation

Respond calmly
Understand the
and
problem
nonjudgmentally
Learners’ Role

• dependence to independence.
Stage 1
Focus on language and
Stage 2 being supportive
(Teacher)

Stage 3 Accurancy

Greater security and


Stage 4 readiness to benefit from
corrections

Stage 5
Community Language Learning
Advantages Disadvantages
• Student-centered • Difficulty to speak on
learning tape in the beginning
• Works well with lower • Lack of spontaneity
levels who struggle to • Too much freedom
speak English • Neglect students’
• The class becomes a needs for guidance
real community
• Allow peer correction,
teamwork
Activities
Fatin : Helo, bolehkah saya bercakap dengan Fiza?

Fiza : Ya, ini Fiza bercakap.

Fatin : Saya Fatin. Awak tidak hadir ke sekolah hari ini. Bolehkah

saya tahu sebabnya? Kawan-kawan lain juga tertanya-tanya

tentang awak.

Fiza : Sebenarnya , kami sekeluarga pergi ke Lapangan Terbang Antarabangsa


Kuala Lumpur untuk menyambut kepulangan abang saya. Dia baru
pulang dari Universiti Tokyo, Jepun setelah tamat pengajian.

Fatin : Oh, begitu rupanya! Kami ingatkan awak sakit atau ada hal-hal lain.

Fiza : Tidak ada apa-apa yang perlu dirisaukan, saya sangat sihat.

Fatin : Baiklah, saya tunggu kedatangan awak.


• Fatin: Hello, may I speak to Fiza?

• Fiza: Yes, Fiza here.

• Fatin: I’m Fatin. You were absent from school this morning . Why?

• Fiza: Actually, our family went to Kuala Lumpur International Airport to


welcome my brother who had just returned from the University of
Tokyo, Japan after graduate.

• Fatin: Oh, I see! We thought you were sick or something happened.

• Fiza: Nothing to worry about, I'm good.

• Fatin: Well.

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