COMMUNITY LANGUAGE LEARNING

This paper was made in order to full fill the task of Teaching English as International Language

Supporting lecturer :

Ahmad Subhan Roza M.Pd

Precented By Group 2 :

KURNIANTO LESTARI PUTRA (2001052009)

MERLIN JHEAN AURA (2001051021)

RENI AMELIA (2001051032)

STATE ISLAMIC COLLEGE OF METRO

FACULTY OF TEACHER TRAINING AND ADUCATION

ENGLISH EDUCATION DEPARTMENT

2022/2023

1
 INTRODUCTION

The Community Language Learning (CLL) method was developed by Charles A. Curran, a
professor of psychologi at Loyola Univercity in Chicago. This method refers to two roles: that of
the knower (teacher) and student (learner). Also the method draws on the counseling metaphor and
refers to these respective roles as a counselor and a client. Community language learning (CLL) was
primarily designed for monolingual conversation classes where the teacher-counselor would be able
to speak the learners' L1 (native language). The intention was that it would integrate translation so
that the students would disassociate language learning with risk taking. It is a method that is based
on English for communication and is extremely learner-focused. 1

Community Language Learning (CLL) was primarily designed for monolingual

conversation classes where the teacher-counselor would be able to speak the learners’ L1. This
methodology is not based on the usual methods by which languages are taught. Rather the approach
is patterned upon counseling techniques and adapted to the peculiar anxiety and threat as well as the
personal and language problems a person encounters in the learning of foreign languages.
Consequently, the learner is not thought of as a student but as a client. The native instructors of the
language are not considered teachers but, rather are trained in counseling skills adapted to their
roles as language counselors.

Nagaraj (2010) cites that CLL method encourages teachers to view their students as whole
persons, including their intellect, relationships, feelings, desires, etc. In community language
learning the student determines what is to be learned, and makes the role of the teacher as the
facilitator in learning activity. CLL method aims to remove anxiety from learning by changing the
relationship between the teacher and students. Community Language Learning method can
stimulate the students to express their mind in the class. It happens because Community Language
Learning concerns with their sight sense and can be seen by them. Students are helped to raise their
intrinsic motivation by which they are expected to learn English for their enjoyment and knowledge
themselves.2

Community Language Learning is an innovative approach that Brown (1994:58) lists as one
of the “Designer Methods of the Spirited Seventies”. It is certainly unique in that it is one of the
first methods to be developed that really focused on the feelings of the students and tried to address
“affective” factors in learning (particularly for adult learners). It was also the first method to
combine the field of language learning with dynamics and principles of “counseling”.3

1
C. A.Curran (1976). Counseling-learning in second languages. Apple River, IL: Apple River Press.
2
Geetha,Nagarj English Language Teaching Approaches, Methods and Techniques 2nd(Ed) Orient
Blackswan Private Limited, 2010.55-67
3
Brown, H. D. 1994. Principles of Language Learning and Teaching. New Jersey:
Practice Hall.

2
 Table of Contents

INTRODUCTION............................................................................................................................................2
Table of Contents.............................................................................................................................................3
DISCUSSION..................................................................................................................................................4
A. Definition of Comunity Language Learning.....................................................................................4
B. Principles of Community Language Learning.................................................................................6
1. What are the goals of teachers who use the Community Language Learning method?............6
2. What is the role of the teacher? What is the role of the students?..............................................6
3. What are some characteristics of the teaching or learning process?..........................................6
4. What is the nature of student-teacher interaction? What is the nature of students-students
interaction?.............................................................................................................................................6
5. How are the feelings of the students dealt with?..........................................................................6
6. How is language viewed? How is culture viewed?........................................................................7
7. What areas of language are emphasized? What language skills are emphasized?....................7
8. What is the role of the students’ native language?.......................................................................7
9. How is evaluation accomplished?..................................................................................................7
10. How does the teacher respond to student errors?....................................................................7
C. Characteristic of Community Language Learning..........................................................................7
D. Technique of Community Language Learning.................................................................................8
1. Tape recording student’s conversation.........................................................................................8
2. Transcription..................................................................................................................................8
3. Reflection on experience.................................................................................................................8
4. Reflective Listening........................................................................................................................8
5. Human Computer...........................................................................................................................9
6. Small Group Tasks.........................................................................................................................9
E. Teacher’s and Students’ Role............................................................................................................9
F. Advantages and disadvantages of community language learning...................................................9
1. Advantages:.....................................................................................................................................9
2. Disadvantages:................................................................................................................................9
CONCLUSION........................................................................................................................................10
BIBLIOGRAPHY........................................................................................................................................11

3
 DISCUSSION

A. Definition of Comunity Language Learning

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 while
the learner acts as a collaborator (client), although sometimes this role can be changed.

According to Charles A. Curran Community Language Learning (CLL) is the name of a

method developed. The Community Language Learning represents the use of Counseling-learning
theory to teach language.

According to Brown (1994:58) community language learning is an innovative approach list

as one of the designer methods of the spirited seventies. it is certainly unique in that it is one of the
first methods to be developed that really focused on the feelings of the students and tried to
address effective factors in learning (particularly for adult learners).

According to Setiyadi (2006:95): Community language learning (CLL) is the name of a

method introduced by Charles A. Curran and his associates. Curran was a specialist in counseling
and a professor of psychology at Layola University in Chicago. It is not doubt that this method has
been inspired by the application of psychological counseling techniques to learning, which is called
CounselingLearning. Community language learning represents the use of CounselingLearning
theory to teach foreign languages. 4

Zainil (2008:27) says, “Community language learning is linked with language alternations
where a message/lesson is presented first in the native tongue by the students and then in the target
language by the counselor and the students”.5

Community Language Learning (also called Counseling Language Learning) is aimed to

remove anxiety from learning by changing the relationship between students and teacher become
client and counselor. A language counselor does not mean someone trained in psychology; it means
someone who is a skillful understander of the struggle students’ face as they attempt to internalize
another language. The teacher, who can ‘understand,’ can indicate his acceptance of the students’
fear and being sensitive to them, he can help students overcome their negative feelings and turn
them into positive energy to further their learning (Larsen and Freeman 2000: 89).6

Anxiety regarding language learning has been a topic for discussion for a long time. Many
researchers have given their opinion regarding this issue. Anxiety can significantly hamper the
learning process. As Scovel (1978) 7has suggested, learner anxiety can be multiple fallbacks,
whereas facilitating learner anxiety can produce positive results in the learning process.Although it

4
Bambang,Setiyadi. (2006). Teaching English As A Foreign Language. Yogyakarta: Graha ilmu.
5
Zainil.(2008). Actional Functional Model (AFM). Padang: Sukabina Offset.

6
Freeman & Diane Larsen. 1986. Techniques and Principles in Language Teaching. Oxford: Oxford University
Press.
7
Scovel, T. (1978). The Effect of Affect on Foreign Language Learning: A Review of the Anxiety Research.
Language Learning.
4
is common for learners to feel anxiety, adult learners especially experience anxiety and frustration
induced by a sense of ambiguity in their dual state as an adult and a child-like learner (Rardinet al.
1988)8. Zou (1998) in “Rethinking Empowerment: The Acquisition of Cultural, Linguistic, and
Academic Knowledge” explains that, for effective teaching and meaningful learning, the most
crucial factor isestablishing trusting relationships. (Zou, 1998, p.5).However, most learning
strategies do not focus on community building through trusting relationships. CLL can offer such
relationships9.

Paoling Liao (2014) has taken a modern take on CLL in his study, “Flipped Learning:
Integrating Community Language Learning with Facebook via Computer and Mobile Technologies
to Enhance Learner Language Performances in Taiwan." It has shown how online communities can
also serve as communities for language learning where learner anxiety is alleviated through the
feeling of community(Liao, 2014, p. 92)10. Online communities are growing day by day, and they
can serve as a safe space for language learners who depend on a comfortable learning environment
for better language learning. La Forge (1979) wrote in "Reflection in the Context of Community
Language Learning," about using CLL for speaking English at junior college in Japan. He found
that "the quality of the English showed a remarkable improvement." (La Forge, 1979, p. 252),
11
which shows how CLL can be a viable English qualityarners facing anxiety in the
classroom.Koba, Ogawa and Wilkinson in “Using the Community Language Learning Approach to
Cope with Language Anxiety” (2000) asserts that, “a sense of security is woven into each activity
of a typical CLL cycle along with comfort”(Community Language Learning section, para. 6).12

This sense of security can go a long way in case of language learners dealing with language
anxiety.Gallagher's (1973) study on a comparative study between CLL and other traditional
methods reveals that students in a CLL group have more positive changes than students in a
traditional group. In her study,13.Samimy and Rardin in “Adult Language Learners’ Affective
Reactions to Community Language Learning: A Descriptive Study" (1994) examine "whether or
not CLL is facilitative in alleviating emotional barriers that hinder language acquisition." This study
found that "a majority of them experienced a reduction of anxiety" (Samimy&Rardin, 1994, p.387).
Although much research has been done on CLL, there is a significant lack of work examining this
method from the tertiary level learner's perspective, creating a research gap. 14

Based on the explanation above, so we can concludes that community language learning
model is a kind of teaching model that used as a principled attempt to democratize the relationships
between learners and teachers in the classroom. Community Language learning is a good model for
practicing communication.
8
Rardin, J. P., Tranel, D. D., Tirone, P. L., & Green, B. D. (1988). Education in a New Dimension: The
Counseling-Learning Approach to Community Language Learning (1st ed.). Counseling-Learning
Publications.
9
Zou, Y. (1998). Rethinking Empowerment: The Acquisition of Cultural, Linguistic, and Academic
Knowledge. TESOL Journal, 7(4), 5–6
10
Liao, P. (2014). Flipped Learning: Integrating Community Language Learning with Facebook via Computer
and Mobile Technologies to Enhance Learner Language Performances in Taiwan. Multidisciplinary Social
Networks Research,
11
La Forge, P. G. (1979). Reflection in the Context of Community Language Learning.English Language
Teaching Journal, 33(4), 247–254.
12
Koba, N., Ogawa, N.,& Wilkinson, D. (2000).Using the Community Language Learning Approach to Cope
with Language Anxiety.The Internet TESL Journal, 6(11).
13
Gallagher, R. M. (1973). An Evaluation of a Counselling-Community Learning Approach to Foreign
Language Teaching or Counselling-Learning Theory Applied to Foreign Language Learning. Loyola
ECommons: Dissertations.
14
Samimy, K. K., &Rardin, J. P. (1994). Adult Language Learners’ Affective Reactions to Community
IanguageLearning: A Descriptive Study. Foreign Language Annals, 27(3), 379–390.
5
 B. Principles of Community Language Learning

There are ten principles of the Community Language Learning Method. The principles of
community language learning method organized by answering the questions bellow:

1. What are the goals of teachers who use the Community Language Learning method?

Teachers who use Community Language Learning Method is their students to learn how to
use the target language communicatively. In addition, teachers want their students to learn
about their own learning, to take increasing responsibility for it, and to learn how to learn
from one another.

2. What is the role of the teacher? What is the role of the students?

The teacher’s initial role is primarily that of a counselor. This does not mean that the teacher
is a therapist, or that the teacher does no teaching. Rather, it means that the teacher
recognize how threatening a new learning situation can be adult learners, so he skillfully
understand and supports his students in their struggle to master the target language.

3. What are some characteristics of the teaching or learning process?

In a beginning class, students typically have a conversation using their native language. The
teacher helps them express what they want to say by giving them the target language
translation in chunks. The transcription of the conversation becomes a “text” with which
students work.

4. What is the nature of student-teacher interaction? What is the nature of students-

students interaction?

The nature of student-teacher interaction in the community Language Learning Method

changes within the lesson and over time. Sometimes the students are aggressive, as when
they are having conversation. At this time, the teacher facilitates their ability to express
themselves in the target language.

5. How are the feelings of the students dealt with?

Responding to the students feelings is considered very important in having a con

Counseling-Learning. One regular activity is inviting students to comment on how they feel
while the teacher`s understand. By showing students he understand how they feel, the
teacher can help them overcome negative feelings that might otherwise block their learning.

6. How is language viewed? How is culture viewed?

Language is for communication. The focus shifts from grammar and sentence formation to a
sharing and belonging between person. Culture is integrated with language.

7. What areas of language are emphasized? What language skills are emphasized?

In the early stages, typically the students generate the material since they decide what they
want to be able to say in the target language. Later on the teacher might also work with
published textbooks. Particular grammar points, pronunciation patterns, and vocabulary are
6
 worked with, based on the language the students have generated. The most important skills
are speaking and understand the language.

8. What is the role of the students’ native language?

Students` security initially enhanced by using their native language, where possible, literal
native language equivalents are given to the target language word that have been
transcribed. This makes their meaning clear and allows students to combine the target
language words in the different ways new sentences.

9. How is evaluation accomplished?

Evaluation is conducted should be in keeping with the principles of the method. If, for
example, the school requires that the students take a text at the end of a course, then the
teacher would see to it that the students are adequately prepared for taking it. finally, it is
likely the teachers would encourage their students to self-evaluate-to look at their own
learning to become aware of their own progress.

10. How does the teacher respond to student errors?

Teachers should work with what the learner has produced in a non-threatening way. One of
the  way of doing this is for the teacher to repeat correctly what the student has said
incorrectly, without calling further attention to the error.15

C. Characteristic of Community Language Learning

1) Students typically have a conversation using their native language.

2) The teacher helps them express what they want to say by giving them the target language
translation.
3) These words are recorded, and when they are replayed, it sounds like a fairly fluid
conversation.
4) Later, a transcript is made of the conversation, and native language equivalents are written
beneath the target language words.
5) The transcription of the conversation becomes a ‘text’ with which students work.
6) Various activities are conducted (for example, examination of a grammar point, working on
pronunciation of a particular phrase, or creating new sentences with words from the
transcript) that allow students to further explore the language they have generated.
7) During the course of the lesson, students are invited to say how they feel, and in return the
teacher understands them.16

15
DIANE LARSEN-FREEMAN, Techniques And Principles In Language Teaching, (New York: OXFORD
UNIVERSITY PRESS), page 98-102

16
JACK C. RICHARDS AND THEODORE S. RODGERS.Approaches and methods in language
teaching.New York: Cambridge University Press.1986

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D. Technique of Community Language Learning

1. Tape recording student’s conversation

This is technique used to record student’s generated language as well as give the opportunity
for community language learning method to come about. By giving students the choice
about what to say it, students are in good position to take responsibility for their own
learning. Students are asked to have a conversation about anything they want, using their
mother tongue as the common language of the group. After each native language utterance,
the teacher translated what the student says into the target language

2. Transcription

The teacher transcribed the students tape recorder in the target language conversation. each
student is given the opportunity to translate his utterance and the teacher writes the mother
tongues equivalent beneath  the target language words. Students can copy the transcript after
it has been completely written on the blackboard on a large, poster seized paper, or the
teacher may provide them with a copy. The transcript can be saved and used in a future for
reference

3. Reflection on experience

The teacher takes time during and after the various activities to give the students the
opportunity to reflect on how they feel about the language learning experience, themselves
as learners, and the relationship with one another. As students give their reactions, the
teacher understands them-shows that he has listened carefully by giving an appropriate
understanding response to what the student has said. He das not repeat what the learner says,
but rather shows that he understand its essence. You may wish to return to the lesson we
observed where the teacher understood the students’ reaction to their conversation. Such
responses can encourage students to think about their unique engagement with the language,
the activities, the teacher, and the other students, strengthening their independent learning.

4. Reflective Listening

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

5. Human Computer

A student chooses some part of the transcript to practice pronunciations. She is “in control”
of the teacher when she tries to say the word or phrase. The teacher, following the student’s
lead, repeats the phrase as often as the student wants to practice it. The teacher does not
correct the teacher’s consistent manner of repeating the word or phrase clearly that the
student self-corrects as she or he tries to imitate the teacher’s model.

6. Small Group Tasks

8
 The small groups in the class we observed were asked to make new sentences with the
words on the transcripts. Afterward, the group shared the sentences they made with the rest
of the class. Later in the week, students working in pairs made sentences with the differentia
verb conjugation.There are a lot of different activities that could occur with students
working in small groups. Teacher who use small group activities believe students can learn
from each other and can get more practice with the target language by working in small
groups. Also, small groups allow students to get to know each other better. This can lead to
the development of a community among class members17.

E. Teacher’s and Students’ Role

 The teacher : The teacher’s initial role is primarily that of a counselor. This means that the
teacher recognizes how threatening a new learning situation, can be for adult learners, so he
skillfully understands and supports his students in their struggle to master the target
language.
 The students : Initially the learners are very dependent upon the teacher. As the learners
continue to study, they become increasingly independent.

F. Advantages and disadvantages of community language learning

1. Advantages:
 The counselor allows the learners to determine type of conversation and to analyze
the language inductively.
 The students centered natured of the method can provide extrinsic motivation and
capitalized an intrinsic motivation.
2. Disadvantages:
 The counselor-teacher can become to nondirective. Students often need direction.
 Translation is an intricate and difficult task. The success of the method relies largely
on the translation expertise of the counselor.18

17
DIANE LARSEN-FREEMAN, Techniques And Principles In Language Teaching, (New York: OXFORD
UNIVERSITY PRESS), page 98-102

18
H.DOUGLAS BROWN, TEACHING by PRINCIPLES An Interactive Approach to Language
Pedagogy, page 26-27

9
 CONCLUSION
Based on the explanation above, so we can concludes thatCommunity Language learning is
a good method for practicing communication. It is also good method for begginers who just first
study their second language. Using this method caan help begginers to reduce their anxiety in the
classroom. Most of the time the students were anxious and never enjoyed learning English. The
teacher believes that punishment and pressure could help students learn more. There are a lot of
reasons related to language achievement such as students’ personality characters, learning styles,
education system, textbook appropriateness, or educators’ method. Eventhough anxiety is not the
most important reason for failure or success in learning language, we cannot ignore its affection.
This method consides the student to be “whole person”. It is not only to think about students’
intellect but also their feeling in learning language.

BIBLIOGRAPHY
10
Brown, H. D. (2000). Principles of language learning and teaching (5th ed.). White Plains, NY: Longman.

Curran, C. A. (1976). Counseling-learning in second languages. Apple River, IL: Apple River Press.

DIANE LARSEN-FREEMAN, Techniques And Principles In Language Teaching, (New York: OXFORD

UNIVERSITY PRESS), page 98-102

Freeman & Diane Larsen. 1986. Techniques and Principles in Language Teaching. Oxford: Oxford
University Press.

Gallagher, R. M. (1973). An Evaluation of a Counselling-Community Learning Approach to

Foreign Language Teaching or Counselling-Learning Theory Applied to Foreign
LanguageLearning. Loyola ECommons: Dissertations.

H.DOUGLAS BROWN, TEACHING by PRINCIPLES An Interactive Approach to Language

Pedagogy, page 26-27

JACK C. RICHARDS AND THEODORE S. RODGERS.Approaches and methods in language

teaching.New York: Cambridge University Press.1986

Koba, N., Ogawa, N.,& Wilkinson, D. (2000).Using the Community Language Learning Approach
to Cope with Language Anxiety.The Internet TESL Journal, 6(11). Retrieved from
http://iteslj.org/Articles/Koba-CLL.html

Liao, P. (2014). Flipped Learning: Integrating Community Language Learning with Facebook via
Computer and Mobile Technologies to Enhance Learner Language Performances in
Taiwan. Multidisciplinary Social Networks Research, 437, 92–101. La Forge, P. G.
(1979). Reflection in the Context of Community Language Learning.English
Language Teaching Journal, 33(4), 247–254.

Nagaraj Geetha, English Language Teaching Approaches, Methods and Techniques 2nd(Ed) Orient
Blackswan Private Limited, 2010.55-67

Rardin, J. P., Tranel, D. D., Tirone, P. L., & Green, B. D. (1988). Education in a New Dimension: The
Counseling-Learning Approach to Community Language Learning (1st ed.). Counseling-
Learning Publications.

Riswandi., Nelda., & Hasibuan, Asriani. (2019). The Effect of Community Language Learning Model on
Student. Journal of Education Research, 2, 53.

Samimy, K. K., &Rardin, J. P. (1994). Adult Language Learners’ Affective Reactions to

Community IanguageLearning: A Descriptive Study. Foreign Language Annals,
27(3), 379–390.

Scovel, T. (1978). The Effect of Affect on Foreign Language Learning: A Review of the Anxiety Research.
Language Learning, 28(1), 121–142.

Setiyadi, Bambang. (2006). Teaching English As A Foreign Language. Yogyakarta: Graha ilmu.

Zainil. (2008). Actional Functional Model (AFM). Padang: Sukabina Offset.

11
Zarrabi, F. (2016). A Study on Cooperative Language Learning : The Impact of CLL Approach on
English Language Proficiency on EFL Learners. European Journal of Education
Studies, 1(2), 119-132

Zou, Y. (1998). Rethinking Empowerment: The Acquisition of Cultural, Linguistic, and

AcademicZKnowledge. TESOL Journal, 7(4), 5–6

12