As its name suggests, Community Language Learning (CLL) is all about fostering a sense of community within the classroom and providing a low-stress environment in which language students can learn and grow. The learners have a great deal of autonomy and in fact decide what they want to learn in each class, with the teacher serving more as a guide than an authoritarian figure. In fact, in CLL the teacher is referred to as “The Knower” and the teacher-student relationship loosely parallels a therapist-client dynamic.
Developed in the 1970s by Charles Curran, a Jesuit priest, professor of psychology and counselor, this methodology draws heavily from the Humanistic Approach, i.e., the students are put at the center of their own learning experience. They are given independence to explore the new language and are not reprimanded for using their native language during their learning. Grammar and vocabulary are absorbed through an inductive style rather than explicit instruction, and the main focus is on maintaining the positive learning environment so that students can flourish.
The structure of the class itself is also intended to reflect a counseling-type approach, as students gradually learn to rely less on the teacher, ultimately gaining emotional and linguistic independence.
Typical Lesson
7th grade English class for native Croatian speakers
- Brainstorming
Students discuss what topic they’d like to learn about that day, talking in both their native language and the foreign language. The teacher helps translate any words or phrases students are unfamiliar with, and notes the different topics on a whiteboard. The students vote and decide to discuss the ocean.
- Recording Phase
One by one, the students talk to the teacher in either language, explaining what they want to say about the selected topic. The teacher helps them translate any unfamiliar words or phrases, and the students then speak in the target language. For example, one student may say “My favorite part of the ocean is the animals like sharks and dolphins.” The next student will then have a turn, and may say, “When I go to the ocean, I like to go fishing.” Step by step, a conversation in the target language develops between the students and is recorded.
- Discussion
After recording, the students and teacher discuss how the conversation went, noting words that were difficult to pronounce, new vocabulary they learned, etc. The teacher praises them for what they did well.
- Transcription
Students listen to the recording of their own conversation and transcribe it as accurately as possible. The teacher answers questions and frequently rewinds the recording so that students can re-listen to their words.
- Analysis
The students go over their transcriptions, compare their work, and talk to the teacher about the written and oral parts of the discussion.
Role of the Teacher
The teacher, or “The Knower,” has a very challenging role here, as they must not only have sufficient linguistic skills in both languages, but also work to always be empathetic and nurture a safe and participatory classroom space. It is also imperative in this methodology that the teacher allows the students themselves to be in charge of the learning, while still providing any and all necessary assistance.
Positives
- Students have agency and learn what they want to learn;
- Topics are relevant and interesting to learners;
- The classroom environment is comfortable and low-stress;
- Students receive significant one-on-one guidance;
- The methodology boosts emotional and social skills.
Negatives
- Methodology is not appropriate for all skill levels or age groups;
- Some students do not respond well to group activities;
- The teacher’s understated role can be problematic for beginning students who need more assistance
- Recording can add an unpredictable element to the lesson. It can make some students shy, others will want to re-record everything until it’s perfect, etc.
- The lack of formal structure makes evaluation and student assessment difficult.
Final Thoughts
CLL is no longer commonly used in most language programs, though aspects of it, namely the positive classroom environment, are certainly encouraged and part of other more well-rounded programs. The merits of having students use their native language are also contested in the foreign language education world, as is recording and replaying students’ speaking in front of the class. And while one of the main drawbacks of CLL is that it cannot easily be used for beginners and younger students, in the right setting – such as a small group of high-level adult students in a business English class – CLL can provide excellent language acquisition results.
