Sabtu, 25 Desember 2010

CLL (TEFL)

Community language learning ( CLL )

Background
Humanistic psychology develops as a reaction against behaviorism and cognitivism. One of the important figures in humanistic approach is Earl Stevick ( 1987 ) who has applied humanistic theory in foreign language teaching. He ( 1987 : 45 ) point out that “ in a language course, success depends less on materials, techniques and linguistic analyses, and more on what goes on inside and between the people in the class room “. Humanistic psychologist took account of the affective and interpersonal natural of learning. As a result, new methods were proposed, which attempt to accommodate the importance of psychological factors in foreign language learning. These methods emerged to fill the vacuum created due the dissatisfaction with Audiolingual Method and Cognitive Code Learning. Such method include Community Language Learning Silent Way, Total Physical Response, Natural Approach, and Suggestopedia.
Community Language Learning (CLL) is developed by Charles A. Currant and his associates, such as L.A. Forge. Currant was a specialist in counseling and a professor of psychology at Loyola University of Chicago. His application if psychological counseling teaching techniques to learning is known as counseling. Counseling  Learning is way of learning and teaching in which one or more of the persons involved acts as a’counselor ‘ to the other, in other that the work of other (s), whether that work is learning of teaching, may be fuller, smoother, and more satisfying ( Stevick, 1980: 107 ).
So, CLL represents the use of counseling-Learning theory to teach languages. In Counseling-Teaching theory, one person knows something that the others want to learn. This person usually called the ‘ theacher ‘ or the ‘ knower ‘. A theacher is someone who carries responsibility not only for ‘ knowing ‘ but also for managing the learning of others. The teacher acts as a counselor while the learner as ‘ a client ‘. This method places much on student working as a supportive interactive group. The language learners control the learning environment to eliminate defensive learning. Allowing the learners to choose the type of conversation is an attempt to overcome fear of teacher dominance.
LA Forge ( 1983 : 27 ) defines CLL as a supportive language contract which of group experience and reflection. There are five element in this definition : 1) CLL is learning contract; 2) CLL is supportive learning: 3) CLL is group experience; 4) CLL is group reflection; 5) CLL is language learning. A contract is an agreement by  a number of individuals to engage in a common task for the purpose of achieving the some goal. Therefore, CLL learning occurs in group. Currant purposely adopted the term ‘ community ‘ instead of group language learning. Community can also mean a change  of roles. The teacher can alter his roles in a flexible way and implement any of the tree kinds of experience ( small group, large group, pair work ) over the course of a semester in order to meet the changing needs of the students. Supportive learning derived from the way learner space is used by the teacher. Because of the knower’s greater knowledge and other differences ( age, live experience ) there exists a difference or space between himself and the learners. This space is necessary if a person is to learn from another. (currant, 1972; 20).
Within applied linguistic field, CLL is often to as a “ Humanistic Approach “. It treats human being as a whole person. Thus, whole person learning means that teachers consider not only the student’ felling and intellectuals, but also have some understanding of the relationship among the student. In CLL, learners become members of community that comprises of their fellow learners and the teacher. They learn through interaction with members of the community. The teacher’s role is a counselor. He/She gives response calmly and in a supportive manner to help his/her clients understand their problems.


PROPONENT AND UNDERLYING PRINCIPLES
 
 
            Human learning influences by cognitive and affective factors. We can see that in CLL learning takes place in a communicative situation where teachers and students involved in an interaction in which both of them experience a sense of their own wholeness. There are five hierarchical stages of growth in language learning from dependency of childhood to the independence of adult stage. 

 
            First stage, the Embryonic Stage, the client is completely dependent on the language counselor. First, he expresses only to the counselor and in English what he wishes to say to the group. Each group member overhears this English exchange but no other members of the group are involved in the interaction. Then, the counselor reflects these ideas back to the client in the foreign language in a warm, accepting tone, in simple language in phrases of five or six words. The client turns to the group and presents his ideas in the foreign language. He has the counselor's aid if he mispronounces or hesitates on a word or phrase. This is the client's maximum security stage.
            Second stage, the Self Assertion Stage, the client turns and begins to speak the foreign language directly to the group. The counselor aids only as the client hesitates or turns for help. These small independent steps are signs of positive confidence and hope.
            Third stage, Separate Existence Stage, The client speaks directly to the group in the foreign language. This presumes that the group has now acquired the ability to understand his simple phrases. Translation is given only when a group member desires it.
            Fourth stage, Reversal Stage, the client is now speaking freely and complexly in the foreign language. Presumes group's understanding. The counselor directly intervenes in grammatical error, mispronunciation, or where aid in complex expression is needed. The client is sufficiently secure to take correction.
            Fifth stage, the Independent Stage, the counselor intervenes not only to offer correction but to add idioms and more elegant constructions. At this stage the client can become counselor to the group in stages 1, 2, and 3.
            The concept of security is known as formula SARD. Security is very important for learner to enter into a successful learning experience. Attention should be taken as an indication of the learner’s lack of involvement in the learning. It implies that the variety in the learner’s tasks will increase attention and therefore promote learning. Aggression applies to the way in which a child who had learned something seeks an opportunity to show off his strength by demonstrating what has been learned, using the new knowledge as a tool for a self-affirmation. Retention indicates that if the whole person is involved in the learning process , what is retained is internalized become part of learner’s new personal in the foreign language. Reflection is a consciously identified period of silence (within the lesson) for the students to focus on the learning forces of the last hour, to asses his present stage of development, and to reevaluate future goals. Discrimination is the process when the learners has retained  the material and is ready to sort it out and see how one thing relates to another.(L.A. Forge 1983:69-88)
            Forge elaborates language as social process in terms of six qualities of sub processes, namely: (1) the whole person process; (2) the educational process; (3) the interpersonal process; (4) the developmental process; (5)the communicative process;(6) the cultural process.

 
THE ADVANTAGES AND DISADVANTAGES OF CLL
(Community Language Learning)

  1. The Advantage
@ The teachers as counselor consider not only the students’ feeling and intellectual, but also have some understanding of relationship among the students.
@ The teachers give response calmly and in a supportive manner to help the students as client understand their problems.
@ It can knit closeness between teachers and students in learning process.
@ CLL seems to be particularly useful with both kids and lower-level to intermediate learners.
@ The language focus resulting is relevant and authentic, tailored to the learners real linguistic needs.
@ It can produce personalized and memorable speaking.
@ It helps keep classroom discourse in English.
@ It helps focus on problems of accuracy and complexity.
@ It's a good way to focus on pronunciation.
  1. The Disadvantage
@ CLL is not easy to realize, particularly the number of counselors. The number of counselors or teachers should be commensurate with the number of students.
@ CLL will cost a lot because it requires a lot of facilities.
@ CLL is questioned about its lack of syllabus, which makes its objectives unclear and evaluation is difficult to accomplish.

Community Language Learning is developed by Charles A. Currant and his associates, such as L.A. Forge. Community Language Learning (CLL) is developed by Carkes A. Currant and his associates, such as L.A Forge. His application of psychological counseling techniques to learning is known as counseling, in which one or more persons involved acts as a ‘counselor’ to the others. So, CLL represens the use of Counseling-Learning theory to teachlanguages.
 This method is derived from humanistic approach and also is derived from couseling learning theory in which one or more persons involved acts as counselor to the others. The teacher act as a counselor and learner as the client. Learning is both cognitive and affective which takes place in a communicative situation where teacher and learner are involved in an interaction. L.A. Forge defines CLL as a supportive language contract which consists of group experience and reflection. There are five elements in the definition: (1) CLL is a learning contracts; (2) CLL is supportive learning; (3) CLL is group experience; (4) CLL is a group reflection; and (5) CLL is language learning. Within linguistic field, CLL is often referrred to as a “Humanistic Approach”.
 There are five hierarchical stages of growth in language learning from dependency of childhood to the independece of adult stage; those are embrionic stage, self assertion stage,separate existense stage, reversal stage, and  independent stage. The class using Community Language Learning proceeds through four stages, namely: the recording session, transcription, reflection period, and listening and practicing. The critics of CLL is about the appropriacy of counseling type of learning. This approach is also lack of lack of syllabus, which makes its objectives unclear and evaluation is difficult to accomplish.

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