Community Language Learning arose after a shift in thinking surrounding a more student-centered approach that put the focus on the learner, instead of the teacher (Brown & Lee, 2015). Curran saw students as a community of learners and noted the importance of social interactions in a classroom. More focus was placed on the importance of relationship building, the desire to learn, physical reactions, and student's feelings (Larsen-Freeman, 2000).
Key Characteristics of Community Language Learning:
-Students and teachers work together in a team effort creating a supportive classroom community, which lowers anxiety for learners (Brown & Lee, 2015).
-Teachers support students in a threatening manner and must understand and be sensitive to students fears (Larsen-Freeman, 2000).
-Language is for communication, so having conversations is important.
-Teacher must support students in whatever way is needed for them to feel confident and successful.
A look into a classroom using Community Language Learning...
-Students sitting in circle with teacher on the outside. Students chose topic of conversation and says something in first language which teacher translates into target language, which students then repeat. Students continue dialogue or conversation which teacher continues to translate (Brown & Lee, 2015).
-Teacher may choose to record conversation in target language so students can listen to themselves later and practice (Larsen-Freeman, 2000).
-After the speaking activity the teacher may join circle and debrief, asking students how they feel about the experience.
Key Characteristics of Community Language Learning:
-Students and teachers work together in a team effort creating a supportive classroom community, which lowers anxiety for learners (Brown & Lee, 2015).
-Teachers support students in a threatening manner and must understand and be sensitive to students fears (Larsen-Freeman, 2000).
-Language is for communication, so having conversations is important.
-Teacher must support students in whatever way is needed for them to feel confident and successful.
A look into a classroom using Community Language Learning...
-Students sitting in circle with teacher on the outside. Students chose topic of conversation and says something in first language which teacher translates into target language, which students then repeat. Students continue dialogue or conversation which teacher continues to translate (Brown & Lee, 2015).
-Teacher may choose to record conversation in target language so students can listen to themselves later and practice (Larsen-Freeman, 2000).
-After the speaking activity the teacher may join circle and debrief, asking students how they feel about the experience.