Community language Learning

Community language Learning

• The community language learning method takes its principles from the more general counseling learning approach develop by Charles Accuran. Teachers who use the community language learning method want their students to learn how to use the target language communicatively. Communicative language learning methodologists have identified five stages in this movement from dependency to mutual interdependency with the teacher.

• In stages I, II, and III, the teacher focuses not only on the language but also on being supportive learners in their learning process. In beginning class, which is what we observe, students typically have a conservation using their native language.

• The teacher helps them express what they want to say by giving them the target language translation in chunks. The nature student-teacher interaction in the community language learning method changes within the lesson and over time. Sometimes the students are assertive as when they are having conservation. Building a relationship with and among students is very important. In trusting relationship, any debilitating anxiety the students feel can be reduce, thereby helping student to stay open to the learning process.

• Responding to the students feeling is considered very important in counseling-learning. One regular activity is inviting students to comment on how they feel. The teacher listens and response to each comment carefully.

• Curran writes that ‘learning is person’, meaning that both teacher and students work at building trust in one another and the learning process. The teacher might prepare specific material or work with published text books. Student security is initially enhanced by using the native language. The purpose of using the native language is to provide a bridge from the familiar to the unfamiliar.

• The students take a test at the end of a course. Teacher made classroom test book likely be more of an integrative test than a discrete-point one. The teacher to repeat correctly what the student has said incorrectly, without calling further attention to the error.