COMMUNITY LANGUAGE LEARNING METHOD

The Community Language Learning Method

In this method, the teacher as a manager that manage the students to make a short conversation to others. Teachers who use the Community Language Learning Method want their students to learn how to use the target language communicatively and learn about their own learning, to take increasing responsibility for it. Both of these are accomplished in a non defensive manner. Actually non defensive learning can result when teacher and learner treat each other as a whole person.

The role of the Community Language Learning Method

The teacher’s initial role is that of a counselor. It does not mean that the teacher does not teach in the class. It means that the teacher recognizes how threatening a new learning situation can be for adult learners, so the teacher skillfully understands and supports his students in their struggle to master the target language.

Initially the learner is very dependent upon the teacher. He is a “client” of the counselor’s. It’s recognized, however, that as the learner continues to study, he becomes increasingly independent.

Teacher should work with what the learner has produced in nonthreatening way. One way of doing this is for the teacher to repeat correctly what the student has paid incorrectly, without calling further attention to the error.

The characteristics of the teaching/learning process

The students typically have a conversation in their native language. The teacher helps them express what they want to say by giving them the target language translation in chunks. Various activities are conducted (for example, examination of a grammar point, working on pronunciation of particular phrases or creating new sentences with words from transcript) that allow students to further explore the language they have generated.

According to Curran, there are six elements necessary for non-defensive learning, they are:

1.      Security

2.      Aggression

By which Curran means that students should be given an opportunity to assert themselves, be actively involved, and invest themselves in the learning experience.

3.      Attention

Student must directly focus on or attend to one task at a time.

4.      Reflection

It occurs in two different ways, the first one when the student reflected on the language as the teacher read the transcript three times. The second is when students are invited to stop and consider the active experiences they are having.

5.      Retention

The integration of the new material takes place within your whole self.

6.      Discrimination

Sorting out the differences between the target language form.

The Technique of the Community Language Learning

1. Tape-recording Student Conversation

            This is a technique used to record student-generated language as well as give the opportunity for community learning to come about. Students are asked to have conversation about anything they want. The teacher gives the students the target language translation in appropriate-sized chunks. After a conversation has been recorded, it can be replayed.

2. Transcription

            The teacher transcribes the students’ tape recorded target language conversation. Each student is given the opportunity to translate his utterances and the teacher writes the mother tongue equivalent beneath the target language words. Students can copy the transcript after it has been completely written.

3. Reflection on Experience

            The teacher takes time during or after the various activities to give the students opportunity to reflect on how they feel about the language learning experience.

4. Reflective Listening

The students relax and listen to their own voices speaking the target language on tape. Another possible technique is for the teacher to read transcript while the students simply listen.

5. Human Computer

            A student chooses some part of the transcript to practice pronouncing. She is “in control” of the teacher when she tries to say the word or phrase.

6. Small Group Tasks

            Teachers who use small group activities believe students can learn from each other and can get more practice with the target language and to get know each other better. This can lead to the development of a community among class members.