SOBRE MÉTODO DE APRENDIZADO
Autor: Ioleth | Publicado: 2016-11-19T12:16:00-08:00


THE COMMUNITY LANGUAGE LEARNING METHOD<!--[if !supportFootnotes]-->[1]<!--[endif]-->

Ioleth Araújo Silva<!--[if !supportFootnotes]-->[2]<!--[endif]-->

Heidilene Muniz<!--[if !supportFootnotes]-->[3]<!--[endif]-->



ABSTRACT

This article talk about the CLL method was
developed by Charles A Curran. CLL (Community Language Learning) combines innovative
learning task and activities, this technical is similar the therapy in groups and
works interaction of peoples for teaching language learning. It will be demonstrated
in a routine of a class in five stages.



KEYWORDS:
Community, Method, Autonomy



INTRODUÇÃO 

Learning de second language is very important, but learning in way
pleasant is better. This text will show a little about methods learning L2. We
speak about the methods Community language learning. This method was developed
by Charles A Curran and associates. Curran is the name most associated with
CLL. He was a priest and psychologist who derived his ideas from 'Counselling
Learning', a humanistic concept introduced by Carl Rogers in 1950s. He also was
a specialist in counselling and professor of psychology at Loyola University, Chicago.


This technical is similar the therapy in groups, the people speak free
about a subject, between the professor and other people what it is in the
class. We can observe what this methods should redesign education in classroom
not only around learning communities.



THE
CLL METHOD



With base of education Bielaczyc ( p.2 )

Social-constructivist argument.
The "social-constructivist" view of education, characteristic of
Dewey and Vygotsky, holds that the theory of individual learning, which
pervades schools, is flawed. The constructivist view is that people learn best,
not by assimilating what they are told, but rather by a knowledge-construction
process. 

The social constructivist is a mode how we learning how to construct
knowledge, it is necessary that the process be modelled and supported in the
surrounding community. This is what occurs in a learning community. There
are&nbsp; other arguments for understand the
why of teaching with method.

More arguments essential are Learning-to-learn. Frank Smith (1988 apud
BIELACZYC p.5) argues that children will learn to read and write if the people
they admire read and write and Multi-cultural argument. The world is becoming
more closely integrated through the advent of new communication technologies,
and societies are becoming increasingly diverse through mixing of people from
different cultures. In my opinion this methods is very interesting because
works interaction of peoples, through of conversation naturally, we can observe what in
interactions learning more freely, in classroom to stay comfortable for
learning.&nbsp; We know the importance we know
of communication and also in the grammar and this form they are introduction
connect, with no breaks in process teaching learning.

The ambience is nice, because becomes in conversation with friends, with
subjects what you interest. This is inducement for we want leaning. La Forge
(1983:9) :

Language is people; language is persons in contact; language is persons in
response.CLL interactions are of
two distinct and fundamental kinds: interactions between learners are
unpredictable in content but typically are said to involve exchanges of affect.
( apud RICHARDS &amp;RODGERS: 91).

&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; The CLL combines innovative learning
task and activities, they are translation.
The classmate can talk about something and to express. And the teacher
translates it into, to provide more security in the pronunciation. Group work. Learning may discussion
about a topic in group and to express freely and recording the conversations for after transcribe (transcription). After that, the students
analysis and study transcriptions of target – language. Learners do reflection and observation the experience as a class or a group.
The next step is listening a monologue by the teacher involving elements
they might have elicited or overhead in class interactions. In the other step,
the students engage in free conversation with the teacher or with other
learners. (RICHARDS &amp; RODGERS: 94)

&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; According to Bertrand, Community
language learning or CLL was primarily designed for monolingual conversation
classes where the teacher – counselor would be able to speak to speak the
learners in the mother language. “This a method that is based on English for
communication and is extremely learner – focused” (Bertrand, 2004)

&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; In this course, each class is
different because the student choose the subject that they want to study.



THE
ROUTINE

&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; It's better to describe how to do
and apply this method. According to Bertrand (2004) we can divide the class in
five stages. Each stages has a particular characteristic. &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; The stage 1 is reflection. The
routine starts when students sitting in a circle around a tape recorder to
create a community atmosphere. The students should think in silence about what
they'd like to learn about, while the teacher “remains outside the circle to
avoid a lack of ideas students can brainstorm their ideas on the board before
recording” (BERTRAND, 2004).

&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; The stage 2 is recorded
conversation. After the students have chosen a subject they tell the teacher in
their first language what “they'd like to say and the teacher discreetly
comes up behind them and translate the language chunks into English”
(BERTRAND, 2044). With higher levels if the students feel comfortable enough
they can say some of it directly in English and the teacher gives the full English
sentence. When they feel ready to speak the students take the microphone and
record their sentence. It's the best if you can use a microphone as the sound
quality is better and it's easier to pick up and put down. Here they're working
on pace and fluency. They immediately stop recording and then wait until
another students wants to respond. This continues until a whole conversation
has been recorded. 

&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; The stage 3 is discussion. Next the
students discuss how they think the conversation went. They can discuss how
they felt about talking to a microphone and whether they felt more comfortable
speaking aloud than they might do normally. This part is not recorded.

&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; The stage 4 is transcription. Next
they listen to the tape and transcribe their conversation. The teacher only
intervenes when they ask for help. The first few times, when someone uses this
method or try it with a class, they might try and rely on teacher a lot but aim
to distance yourself from the whole process in terms of leading and push them
to do it themselves.

&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; The stage 5 is language analysis.
The teacher gets students to analyze the language the same lesson or sometimes
in the next lesson. This involves looking at the form of tense and vocabulary
used and why certain ones were chosen, but it will depend on the language
produced by the students. In this way they are totally involved in the analysis
process. The language is completely personalized and with higher levels they
can themselves decide what parts of their conversation they would like to analyze,
whether it be tenses, lexis or discourse. With tower levels you can guide the
analysis by choosing the most common problems you noted in the recording stages
or by using the final transcription.





CONCLUSION

Advantage of the method: during the class, it can have a relaxed
environment, of trust, where all students participate voluntarily and without
fear. The students are conscious of your progress in the learning, once that
they analysis their own conversation. 

They can feel autonomous to say what they think and feel without follow
systemized dialog. This way is familiar with some common phrases. The teacher
is always of the side to help the students produces phrases and do more easy
the learning or remember grammar rules. It is created a true learning
community. 

Disadvantage of the method: the recording can make the students feel
discomfort and limited in the participation and the grade of development. The
teacher is always helping the students with phrases or new words, this is a
problem because the students loose a few spontaneity of the conversation. Some
students can lose the direction of the dialog and can abuse of the teacher’s
help, and they lose how to express in some subject. The conversation does not
have a real fluency.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 

The important of this method is the students learn to be participative and
get confidence in themselves.





REFERENCE



RICHARDS,
J. C. Approaches and Methods in Language Teaching. Second Edition.
Cambridge University Press, 2001.



BROWN,
H. D. Teaching by Principles an Interactive Approach to Language Pedagogy.
Third Edition. New York: Longman, 



BIELACZYC,
K. &amp; COLLINS, A..&nbsp; Learning
Communities in Classrooms: A Reconceptualization of Educational Practice.
From C. M. Reigeluth (Ed.): Instructional design theories and models, Vol.
II. Mahwah NJ: Lawrence Erlbaum Associates. Boston College OISE, University of
Toronto. Northwestern University Boston College .



BERTRAND,
J. Community Language Learning. British council: Paris, 2004.

&lt;http://www.teachingenglish.org.uk/articles/community-language-learning&gt; Acesso em 12/08/2013, às 16:10 hs.



Community
Language Learning&nbsp; Method, Publicado por
Alma Guadarrama. Em
16/10/2012. Vídeo-slide (3:53) em Espanhol. &lt;http://www.youtube.com/watch?v=AFRM7CQ6zA8&gt; Acesso em 10/08/2013, às 10:30
hs.



NAGARAJ,
P. Application of Community Language Learning for Effective Teaching. Bharathiar University, 2009. &lt;www.mjal.org/Journal/Community.pdf&gt; Acesso em 10/08/2013, às 11:05
hs.




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<!--[if !supportFootnotes]-->[1]<!--[endif]--> Trabalho apresentado para obtenção
parcial da nota na disciplina Metodologia aplicada do ensino de ensino e
aprendizagem do Inglês. Ministrada pelo professor Marcus Alexandre Carvalho.




<!--[if !supportFootnotes]-->[2]<!--[endif]-->&nbsp;
Aluna do curso de Letras Língua Inglesa-2010 Intensivo. UFPA Campus de
Altamira.




<!--[if !supportFootnotes]-->[3]<!--[endif]--> Aluna do curso de Letras Língua
Inglesa-2010 Intensivo. UFPA Campus de Altamira.