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.
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