Community Language Learning ( CLL ) Method.

Community Language Learning ( CLL ) Method.

Community language learning (CLL) tumbuh dari suatu ide untuk menrapkan konsep psikoterapi dalam pengajaran bahasa. Dalam eksperimen yang dimulai tahun 1957, Charles A. Curran menerapkan konsep psikoterapi dalam bentuk konseling.

 Teknik Pelaksanaan Pengajaran
Karena dalanm CCL hungan antara guru dan siswa adalah hubungan terapeutik antara seorang klien dengan konselornya, maka bntuk kelas dan proses belajar-mengajar pun berbeda dengan kelas dan cara yang konvensioanl. Dalam CCl tiap kelas terdiri dari enam sampai 12 ,siswa, dan tiap siswa mempnyani seorang konselor. Pengaturan meja dan kursi dibuat sedemikian rupa sehingga berbentuk semacam lingkaran. Konselor berada dibelakang klien/siswa, dan dapat pula dilakukan dengan pengaturan yang lain. Dalam CCL tidak digunakan satu tesk apapun, guru dan siswa berkolaborasi dan bebas menetuka materi apa yang akan dibahas.

Learner roles :

Learner roles are keyed to the five stages of language learning outlined earlier. The view of the learner is an organic one, with each new role growing developmentally out of the one preceding. These role changes are not easily or automatically achieved. They are in fact seen as out­comes of affective crises.

When faced with a new cognitive task, the learner must solve an affective crisis. With the solution of the five affective crises, one for each CLL stage, the student progresses from a lower to a higher stage of development.

 Teacher role :

 In this case, the teacher is expected to play a role very close to that of the "regular" counselor. The teacher's response may be of a different order of detachment, consideration, and understanding from that of the av­erage teacher in the same circumstances.

More specific teacher roles are, like those of the students, keyed to  the five developmental stages. In the early stages of learning the teacher operates in a supportive role, providing target language translations and a model for imitation on request of the clients. Later, interaction may be initiated by the students, and the teacher monitors learner utterances, providing assistance when requested. As learning progresses, students become increasingly capable of accepting criticism, and the teacher may intervene directly to correct deviant utterances, supply idioms, and advise on usage and fine points of grammar. The teacher's role is initially likened to that of a nurturing parent. The student gradually "grows"' In ability, and the nature of the relationship changes so that the teacher's position becomes somewhat dependent upon the learner. The knower derives a sense of self-worth through requests for the knower's assistance.

One continuing role of the teacher is particularly notable in Com­munity Language Learning. The teacher is responsible for providing a safe environment in which clients can learn and grow. Learners, feeling secure, are free to direct their energies to the tasks of communication and learning rather than to building and maintaining their defensive positions. Curran describes the importance of a secure atmosphere as follows