Community Language Learning April 10, 2010Posted by gilangkanigara in Bahasa Inggris.
This method advises teachers to consider their students as ‘whole persons’. Whole-person learning means that teachers consider not only their students’ intellect, but also have some understanding of the relationship among students’ feelings, physical reactions, instinctive protective reactions, and desire to learn. Community Language Learning has following principles:
1. Building a relationship with and among students is very important.
2. Any new learning experience can be threatening. When students have an idea of what will happen in each activity, they often feel more secure. People learn non-defensively when they feel secure.
3. Language is for communication.
4 The superior knowledge and power of the teacher can be threatening. If the teacher does not remain in the front of the classroom, the threat is reduced and the students’ learning is facilitated. Also this fosters interaction among students, rather than from student to teacher.
5. The teacher should be sensitive to students’ level of confidence and give them just what they need to be successful.
6. Students feel more secure when they know the limits of an activity.
7. Teacher and students are whole persons. Sharing about their learning experience allows learners to get to know one another and to build community.
8. Guided by the knowledge that each learner is unique, the teacher creates an accepting atmosphere. Learners feel free to lower their defenses and the learning experience becomes less threatening.
9. The teacher ‘counsels’ the students. He does not offer advice, but rather shows them that he is really listening to them and understands what they are saying. By understanding how students feel. The teacher can help students gain insights into their own learning process as well as transform their negative feelings, which might otherwise block their learning.
10. The students’ native language is used to make the meaning clear and to build a bridge from the known to unknown. Students feel more secure when they understand everything.
11. The teacher should take the responsibility for clearly structuring activities in the most appropriate way possible for successful completion of an activity.
12. Learning at the beginning stages is facilitated if students attend to one task at a time.
13. The teacher encourages student initiative and independence, but does not let students flounder in uncomfortable silences.
14. Students need quite reflection time in order to learn.
15. Students learn when they have a choice in what they practice. Students develop an inner wisdom about where they need to work. If students feel in control, they can take more responsibility for their own learning.
16. Students need to learn to discriminate, for example, in perceiving the similarities and differences among the target language forms.
17. In groups, students can begin to feel a sense of community and can learn from each other as well as the teacher. Cooperation, not competition, is encouraged.
18. The teacher should work in a non-threatening way with what the learner has produced.
19. Developing a community among the class members builds trust and can help to reduce the threat of the new learning situation.
20. Learning tends not to take place when the material is too new or, conversely, too familiar. Retention will best take place somewhere in between novelty and familiarity.
21. In addition to reflecting on the language, students reflect on what they have experienced. In this way, they have an opportunity to learn about the language, their own learning, and how to learn from one another in community.
22. In the beginning stages, the ‘syllabus’ is generated primarily by the students. Students are more willing to learn when they have created the material themselves.