Community Language Learning (CLL): A Holistic Approach to Language Acquisition

 Community Language Learning (CLL) is a language teaching method developed by Charles A. Curran, a specialist in counseling and professor of psychology at Loyola University, Chicago. Curran applied psychological counseling techniques to the learning process, which he referred to as "Counselling-Learning." This method emphasizes the importance of creating a supportive and interactive environment where learners develop both cognitively and emotionally. In this approach, language learning is viewed as a holistic process that involves the whole person.

The Theory Behind Community Language Learning

The theory of language learning in CLL is based on the idea that learners must focus on understanding the sound system, assigning basic meanings, and constructing the grammar of the new language. Learning a foreign language, according to CLL, is more than just memorizing vocabulary and rules; it involves a deep, personal transformation. This process can be compared to the experience of being reborn and developing a new persona, full of challenges that are essential for growth. Curran (1972) described this learning experience as one where both teachers and learners engage in a mutual process of "whole-person learning," in which both parties contribute to the learning environment and grow together.

In CLL, the relationship between the teacher and learner is crucial. This relationship is based on “consensual validation” or “convalidation,” a concept that refers to mutual warmth, understanding, and positive evaluation between the teacher and the learner. Curran believed that such a relationship is essential to the learning process, as it creates a safe space for learners to express themselves and overcome difficulties.

The Role of the Teacher

In the CLL approach, the teacher’s role is very different from that in traditional language teaching. The teacher acts as a counselor or guide, not a strict authority figure. Teachers provide the necessary support for learners to express their messages in the target language, while considering their individual proficiency levels. Learning in CLL is topic-based, with learners choosing subjects they wish to discuss or express in the language. The teacher's responsibility is to help learners communicate their ideas accurately and meaningfully, always providing guidance in a supportive and nonjudgmental manner.

The teacher’s role is closely aligned with that of a counselor in Rogerian psychological counseling. Just as a counselor responds calmly, without judgment, and supports the client in understanding their problems, the teacher in CLL helps learners explore the language, identify challenges, and find solutions in a cooperative and nurturing environment.

The Role of the Learner

In CLL, learners are considered active members of a community, which includes both their fellow learners and the teacher. Learning is viewed as a collaborative process, not as an individual achievement. Learners are encouraged to listen attentively, share their thoughts and feelings, and support one another in their language-learning journey. They are expected to engage in various tasks that require both active participation and emotional openness.

Learners are also expected to be "counselors" to their peers, offering support and encouragement as they work together. This creates a strong sense of community where learners not only learn the language but also develop social and emotional skills. For example, learners may share their frustrations, joys, and challenges with one another, creating an environment of mutual respect and empathy.

Learning Tasks in CLL

In Community Language Learning, a variety of tasks help learners practice and internalize the language. Some of these tasks include:

1. Translation: Learners take turns whispering messages or meanings to the teacher, who then translates and interprets them into the target language. Learners repeat the translation to practice their speaking skills.
2. Group Work: Learners engage in group discussions or activities, such as preparing a conversation or summarizing a topic to present to the class. This encourages collaboration and communication among learners.
3. Recording: Learners may record conversations in the target language to listen to and analyze later.
4. Transcription: After recording conversations, learners transcribe them to study and analyze specific linguistic structures and vocabulary.
5. Analysis: Learners examine transcriptions of sentences to focus on grammar and vocabulary usage, helping them deepen their understanding of the language.
6. Reflection and Observation: Learners reflect on their experiences in the class, discussing their feelings, challenges, and successes. This helps learners become more aware of their progress and emotional reactions to the learning process.
7. Listening: Learners listen to monologues by the teacher or recordings, which contain elements they have encountered in class, to improve comprehension and vocabulary.
8. Free Conversation: Learners engage in spontaneous conversation with the teacher or their peers, which allows them to practice what they have learned and express themselves more freely.

Materials in CLL

In CLL, materials are often developed as the course progresses, based on the conversations and interactions of the learners. Teachers may summarize important language features on the blackboard or overhead projector for further study. Learners may also transcribe their conversations and use these transcriptions to analyze and practice specific language points. Additionally, learners may create their own materials, such as scripts for dialogues or mini-dramas, allowing them to practice the language in creative ways.

Conclusion

Community Language Learning is a unique method that prioritizes emotional and social aspects of language acquisition. By fostering a supportive and interactive learning environment, CLL enables learners to acquire a new language in a holistic manner. The method emphasizes collaboration, personal growth, and the development of a strong learner-teacher relationship, making it an effective approach for those seeking to master a foreign language while also enhancing their communication and emotional skills.

References

Curran, C. A. (1972). Counseling-learning: A whole-person approach to language learning. Appleton-Century-Crofts.