Community Language Learning Review of Theoretical Studies

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2.2.4 Community Language Learning

According to Charles Curan 1972 learners in the classroom are regarded not as a “class” but a “group” that need certain therapy and counseling Brown, 2001: 25. So, there are no big gap between teacher and students that usually builds a lumpish atmosphere. The group will be the supportive community for the students to communicate in the target language. The teacher facilitates communication in the classroom. In this role, one of his major responsibilities is to establish situation likely to promote communication. Above all, students are communicators Larsen-Freeman, 2000: 128-129. Community language learning CLL is an approach in which students work together to develop what aspects of a language they would like to learn. The teacher acts as a counselor and a paraphraser , while the learner acts as a collaborator, although sometimes this role can be changed http:en.wikipedia.orgwikiCommunity_language_learning . Based on this definition, the students have a large opportunity to decide the purpose and design the material they want to learn. Then, they could consult it to the teacher that has role as a counselor. The CCL view of learning is contrasted with other two types of learning, which Curran saw as widespread and undesirable. The first of theses describes a putative learning view, which is long popular in Western culture. In this view, “the intellectual and factual processes alone are regarded as the main intent of learning, to the neglect of engagement and involvement of the self”. The second 21 view of learning as “animal learning”, in which learners are “passive” and their involvement limited Richards and Rodgers, 1986: 117 In the CLL class, the teacher-counselor should be able to speak the learners L1. Its a method that is based on English for communication and is extremely learner-focused. Although each course is unique and student-dictated, there are certain criteria that should be applied to all CLL classrooms, namely a focus on fluency in the early stages, an undercurrent of accuracy throughout the course and learner empowerment as the main focus Jo Bertrand in http:www.teachingenglish.org.uk.... This method seeks to encourage teachers to see their students as whole persons, where their feelings, intellect, interpersonal relationships, protective reactions, and desire to learn are addressed and balanced http:www.englishraven.commethod_community.html. Thus, this method must fulfill some necessary psychological requirements for successful learning that are collected under the acronym SARD which S stands for security. Unless learners feel secure, they will find it difficult to enter into a successful learning experiences. A stands for attention and aggression. R stands for retention and reflection. D denotes discrimination, relating one thing to another. Richards and Rodgers, 1986: 118. Each of the participants in CLL class has his or her own role. Learners are expected to listen attentively to the knower, to freely provide meanings they wish to express, to repeat target utterances without hesitation, to support fellow members of the community, to report deep inner feelings and frustrations as well 22 as joy and pleasure, and to become counselors to other learners. The teacher, meanwhile, has role to provide a safe environment in which ‘clients’ can learn and grow, and operate the class activities without conventional materials, depending on student topic to shape and motivate the class. Whereas, a textbook is not considered a necessary component; materials may be developed by the teacher as the course develops. Conversations may be also being transcribed and distributed for study and analysis, and learners may work in groups to produce their own materials, such as script for dialogues and mini dramas. Richards and Rodgers, 1986: 120-126. In relation to above explanation, simulation technique is based on Community Language Learning method which class would be divided into some groups to act certain characters in the certain situations within the materials that not merely from the textbook. The group would be the supportive community to encourage the students to speak up. And the teacher could hold a role as a “counselor” that guide and help the students in practicing certain scenarios. They, in the group, also give evaluation and suggestion to each other that would build a conducive environment in the community.

2.2.5 Contextual Teaching Learning