From Counseling Learning to Community Language Learning

FROM COUNSELING-LEARNING TO

COMMUNITY LANGUAGE LEARNING

-

“NOT INDIVIDUAL BUT COMMUNITY”

Speaker: Erdal Ayan, M.A.Department of ELT, Ufuk UniversityCourse: Approaches, Methods and Techniques in FLTE-mail: [email protected]: http://web.hitit.edu.tr/erdalayan/ Date: 25.11.2013

mailto:[email protected]

http://web.hitit.edu.tr/erdalayan/

11/27/13 Erdal Ayan, M.A. 2

CONTENT

Community Language Learning (CLL)

➢ History & Background

➢ Theory & Practice

➢ Extension to language learning

➢ CLL at work

Critical Perspectives to CLL

➢ Some Problems v.s. Some Advantages

➢ ELT/EFL in 21st Century➢ Conditions in Turkey

➢ Cross-cultural non-understanding➢ Socioeconomic Status➢ Redefining Education in Turkey

● List of References


CLL: History & Background

● Inspiration by Carl Rogers in 1950s

– Group learning in a context

– Relieve learners in a community

– Less anxiety v.s. higher motivation

– Focus on “clients/learners and their needs”

– Student-Centered (Language) Learning (Brown, 2007; La Forge, 1971-1979; Richards & Rodgers, 2001)


CLL: Theory & Practice

● Charles Arthur Curran's ideals:

– “counseling-learning/counselearning”

– Deal with “anxiety” in “speaking and listening”

– Provide learner “autonomy”

– Teacher as “facilitator/counselor”

– Classroom as a “place for learning and communication”

– Tandem Learning (Koba, 2000; Rubin, 2007)


CLL: Extension of Curran's Model to language learning

● Five Stages Model

– “embryonic stage”

– “self-assertion stage”

– “birth stage”

– “reversal stage”

– “final independence” (Janisse, 1973: 303-6; La Forge, 1979: 249)

Childhood Stages

AdolescentStages

Natural Approach



● Five stages

– “embryonic stage” → initiative

– “self-assertion stage” → “self-assertive”

– “birth stage” → “resentful and indignant”

– “reversal stage” → “tolerant”

– “final independence” → “independent” (La Forge, 1979: 249; Richards & Rodgers, 2001:92)



● Six elements of Curran's “non-defensive learning”

● SARD → “psychological requirements for successful learning”

– S → Security

– A → Aggression

– A → Attention

– R → Retention

– R → Reflection

– D → Discrimination (Larsen – Freeman, 2000: 99-100, Richards & Rodgers, 2001: 92)



● Differences from traditional learning approaches

– Teaching in a circle with a teacher/counselor/knower● “group counseling process”

– “not individual but community”● “Less anxiety v.s. More security”

– Using native language

– Translation & repetition

– Avoid Negative face

(Brown, 2007; Koba, 2000; LaForge 1971-1979)




– No “conventional language syllabus”● No “language items” in an order● Only “topic-based” instruction● Students encouraged to speak● Freedom of speech

(Brown, 2007; Koba, 2000; LaForge 1971-1979; Richards & Rodgers, 2001: 93)

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– Teacher as a “good listener” - “human computer”

– Learner as a community member

– CLL items: “ tape recording, transcriptions, human computer, card games, free/pair conversation, listening, mini dramas etc.”

– Reflection Session● “evaluation and feedback”● Student-centered learning

(Brown, 2007; Koba, 2000; La Forge 1979; Larsen – Freeman, 2000)

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CLL at Work

Video was published on Jan 25, 2013“Language Teaching Methods explores various methodologies of English language teaching. This was a joint project by Diane Larsen-Freeman and the U.S. Information Agency and was produced in 1990. This video demonstrates Community Language Learning with Bonnie Mennell.”Web: <http://www.youtube.com/watch?v=tx_we_P3Pic&feature=youtube_gdata_player>

http://www.youtube.com/watch?v=tx_we_P3Pic&feature=youtube_gdata_player

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Pros & Cons

Your ideas?

Your ideas?

Your ideas?

Your ideas?

Your ideas?

Your ideas?

Your ideas?

Your ideas?

Your ideas?

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Critical Perspectives

● Some Leading Problems

– Teacher's position as a “counselor”

– Translations of phrases and chunks

– Finding context● Decreasing anxiety for students● Increasing anxiety for teachers

● The best place/condition to reduce the level of anxiety

– Autonomous learning

– Learning Management Systems (Moodle, Sakai, etc.)

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– Level of anxiety and motivation (!?)

● Group as a “competitive situation”

(La Forge, 1971: 48)

– Autonomy (!?)

– Focus on mostly speaking and listening

– Best target: adult learners

– Cultural differences● The “linear relations between teacher

and learner” (!?) (Koba et. al., 2000)

● No needs or profile analyses

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– La Forge (1971)“As the clients grew in the target language, the counselor wasaccepted as part of the group.” (55)

– La Forge (1979)“The learner moves closer to the targetthe knowledge of the knower, until he reducesthe knower to the silence. That is the finalgoal of learning. The learner becomes equalto the knower in his understanding of whatoriginally belonged only to the knower” (248)

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– Sees all students as the same

– Non-homogeneous classrooms

– Students: only depend on the counselor and other students in the group to learn

– No emphasis on individual learning

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● Some advantages

– “whole persons”

– Work in circle

– group work & cooperation/collaboration

– “from accuracy to fluency”

(Larsen – Freeman, 2000: 89-106)

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● Some advantages

– Student generated syllabus

– Good command in languages

– Use of technology● Tape recordings● Transcriptions

(Larsen – Freeman, 2000: 89-106)

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ELT/EFL in 21st Century

Diagram link: http://www.palgrave.com/skills4studycampustaster/Teaching_methods_at_college_and_university.html

http://www.palgrave.com/skills4studycampustaster/Teaching_methods_at_college_and_university.html

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Network Lesson Filming by Oxford University Press <https://elt.oup.com/catalogue/items/global/adult_courses/network/?cc=tr&selLanguage=en>

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(Markee's framework (1996)As cited in Rubin, 2007:4)

Who adopts

How?

Why?Where?

What?

When?

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*Illustrations by Phill Wrigglesworth.

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● Free and open source

● Specific tools

– Listening activities (Upload, link, etc.)

– Record speaking

– Open meetings

– Create Discussion Groups

– Chatting platforms

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Conditions in Turkey

Very High Proficiency (2012 EFI English Proficiency Index)

Rank Country EF EPI

1 Sweden 68.91

2 Denmark 67.96

3 Netherlands 66.32

4 Finland 64.37

5 Norway 63.22

Low Proficiency(2012 EFI English Proficiency Index)

Rank Country EF EPI

28 Iran 52.92

29 Russia 52.78

30 Taiwan 52.42

31 Vietnam 52.14

32 Turkey 51.19

Very Low Proficiency(2011 EFI English Proficiency Index)

Rank Country EF EPI

40 Panama 43.62

41 Colombia 45.77

42 Thailand 39.41

43 Turkey 37.66

44 Kazakhstan 31.74

Education First (EF): <www.ef.com.tr/epi/about-epi/>

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Peter Holzknecht (2012)a) “cultural reasons”,

b) low level of “exposing to English”,

c) “focus on grammar/vocabulary & syntax”,

d) Speaking is disregarded as a skill

2013 - YDS Results

Score Interval

Level Frequency (Number of

People)

90 – 100 A 1742

80 – 89 B 8009

70 – 79 C 13686

60 – 69 D 19735

50 – 59 E 27865

0 – 49 -- 218039

Total Number 289076

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● Not enough qualified teachers of English

– Education system at faculties and MEB schools

– The main reason to take education is economical

– Administratory problems at institutions● Recent event at a

MEB School● Seeking for modern

slaves not thinking/idealist teachers of English

● Obeying nonsense rules

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● Teacher transfers from abroad

– Fulbright ETA program

– Not qualified teachers on ELT

– Teach us not to eat fish

but how to fish

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Cross-Cultural Non-Understanding

● Comments from the questionnaire in 2013

Student Comment – 1 (Turkish):

“türkiyede türkçeden başka bir dil kullanılmasına karşııyım onun için ingilizcenin ana ders değilde seçmeli ders olmasını istiyorum hatta kaldırılabileceğini öneririm. almanyada almancadan başka dilin kullanılması yasak herkes ana dili olan almanca konuşuyor ve başka dil bildikleri halde almanca konıuşuolar türkiyede ise bu farklı bence de türkiyede türkçe den başka bir dilin kullanılmasını istmiyorum türkiyede öncelikli dilin ingilizce olmasına karşıyım ingilizce dersini sevmiyorum”

Student Comment – 2 (Turkish)

“biz türk milletiyiz başka milletler bizim dilimizi öğrenmeye çalışmazken biz neden başka bir milletin dilini öğreniyoruz veya öğrenmeye çalışıyoruz anlamıyorum . eğer şahane bir milletsek bırakalım başka diller öğrenmeyi kendi dilimizi şahane yapalım . bir rus bir alman bir ingiliz bizim dilimizi bilmezken biz onların dilini öğrenmek ve konuşmak için yırtınıyoruz. bizim milletimiz türkçeyi bile güzel konuşmayı bilmezken durmuşuz ingilizce öğretmeye çalışıyosunuz çok anlamsızca bir gerçek bu .”

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Socioeconomic Status

● A new Study by Anne Fernald (2012)

– Lexicon & “reading comprehension” (Rich, 2013)

– “parental engagement”

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Socioeconomic Status

– “By 18 months of age toddlers from disadvantaged families (families with lower income) are already several months behind more advantaged children (who were born in families with higher income) in language proficiency.” (Carey, 2013)

– “achievement gap”

– Not a new perspective● Gruntvig & Freire: “underdeveloped social groups do not

have lost necessary motivation/stimulation and capabilities to verbally express themselves” (Westerman, 2010:194)

– How does that condition affect second language education?

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Redefining Education in Turkey

● Pedagogy

– “combines students' interactions and teacher's practices, course books and curricula, celebrations and rituals, training directors and sayings of educationalists who advocate educational policy.” (Ewing, 2010: 24)

(My translation from Turkish)

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● Learners:

“In the course of the socializing process, the individual is influenced to such an extend in his capacities and needs by the effect of social roles (by means of a selective requirement) that some capacities (specific to different social classes) can be developed whereas others must be foregone. The given possibilities and limits of a person's social development appear, therefore, under certain social conditions.” (Christoph Wulf, 2003: 114)

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● School:

– “a place where students overstep the limits of their own religious identities, start learning about other cultures and improve their critical thinking skills...” (Sundar, 2010: 333)(My own translations from Turkish)

– “independence needs to be a whole institution policy, not something that is undertaken or supported by one or two 'heroic' teachers only, or where the 'independent learning center' is seen merely as an adjunct to the institution” (Barbara Sinclair as cited in Rubin, 2007: 4)

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● Teacher:

– Cultural awareness

“educational processes are actually cultural processes” (Luykx, 1999 as cited in Sundar, 2010: 323)

“cognitive and emotional developments of the individuals are constituted by their social milieu” (Swain & Deters, 2007: 823)

– Honesty and responsibility = TRANSPERANCY

“Üyelerinin çoğu, çoğu zaman ahlaki bağlılıklarını ve toplumsal sorumluluklarını gönüllü olarak önemsedikleri için 'hareket etmedikçe' hiçbir toplum iyi işleyemez” (F. Browring (1997: 93) as cited in Rikowski, 2011: 197)

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List of References

Brown, H. D. (2007). Principles of language learning and teaching. White Plains, NY: Pearson Longman.

Carey, B. (2013). Language gap between rich and poor kids begins in infancy, Stanford study find. Retrieved November 5, 2013, from http://news.stanford.edu/news/2013/september/toddler-language-gap-091213.html

EF English Proficiency Index 3rd Edition. (n.d.). Retrieved November 24, 2013, from http://www.ef.com/epi/

Ewing, E. T. (2010). Pedagoji ve Devrim - Eğitimin Temelleri Üzerine Disiplinlerarası ve Ulusüstü Yaklaşımlar (1. Ed.). Ankara: Dipnot Yayınları.

Fernald, A., Marchman, V. A., & Weisleder, A. (2013). SES differences in language processing skill and vocabulary are evident at 18 months. Developmental Science, 16(2), 234–248. doi:10.1111/desc.12019

Fulbright Turkey. (n.d.). Retrieved November 23, 2013, from http://www.fulbright.org.tr/Default.aspx

Janisse, J. R. (1973). Counseling - Learning: A Whole-Person Model for Education by Charlers A. Curran. Journal of Religion and Health, 12(3), 303–306. Retrieved from http://www.jstor.org/stable/27505185

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

La Forge, P. G. (1971). Community Language Learning: A Pilot Study. Language Learning, 21(1), 45–61. doi:10.1111/j.1467-1770.1971.tb00489.x

La Forge, P. G. (1979). Reflection in the Context of Community Language Learning. ELT Journal, XXXIII(4), 247–254. doi:10.1093/elt/XXXIII.4.247

http://news.stanford.edu/news/2013/september/toddler-language-gap-091213.html

http://iteslj.org/Articles/Koba-CLL.html

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List of References

Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching (2nd ed.). Oxford University Press, USA.

Richards, J. C., & Rodgers, T. S. (2001). Approaches and Methods in Language Teaching (2nd ed.). Cambridge University Press.

Rich, M. (2013, October 21). Language-Gap Study Bolsters a Push for Pre-K. The New York Times. Retrieved from http://www.nytimes.com/2013/10/22/us/language-gap-study-bolsters-a-push-for-pre-k.html

Rikowski, G. (2011). Marksist Eğitim Kuramı ve Radikal Pedagoji (1st ed.). İstanbul: Kalkedon Yayıncılık.

Rubin, J. (2007). Introduction to special issue: Language counseling. System, 35(1), 1–9. doi:10.1016/j.system.2006.11.001

Sundar, N. (2010). Nefret Etmeyi Öğretmek-Hindu Sağının Pedagojik Programı. In Pedagoji ve Devrim - Eğitimin Temelleri Üzerine Disiplinlerarası ve Ulusüstü Yaklaşımlar (1.Ed. ed., pp. 309–346). Ankara: Dipnot Yayınları.

Swain, M., & Deters, P. (2007). “New” mainstream SLA theory: Expanded and enriched. The Modern Language Journal, 91(s1), 820–836. Retrieved from http://onlinelibrary.wiley.com/doi/10.1111/j.1540-4781.2007.00671.x/full

Tomlinson, C. A. (2007). Öğrenci Gereksinimlerine Göre Farklılaştırılmış Eğitim. İstanbul: Redhouse Kidz Yayınları.

Westerman, W. (2010). Halk Okulları, Halk Eğitimi ve Toplumsal Eylem Pedagojisi. In Pedagoji ve Devrim - Eğitimin Temelleri Üzerine Disiplinlerarası ve Ulusüstü Yaklaşımlar (1.Ed. ed., pp. 177 – 215). Ankara: Dipnot Yayınları.

Wulf, C. (2003). Educational science: hermeneutics, empirical research, critical theory. Munster: Waxmann. Retrieved from ̈http://www.ewi-psy.fu-berlin.de/einrichtungen/arbeitsbereiche/antewi/media/buecher_European_Studies/Educational_Science/Educational_Science.pdf?1286345719

http://onlinelibrary.wiley.com/doi/10.1111/j.1540-4781.2007.00671.x/full

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*Illustration by Phill Wrigglesworth.

From Counseling Learning to Community Language Learning

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