Finding a Language Learning Community Online
Language learning in the community (CLL) was initially created for monolingual classes in which the teacher and counselor would be able to speak the learners the L1.
The goal was to integrate translation so that
students wouldn't be able to separate language learning from risk-taking. This
method is founded on English to communicate and is a lot more learner-centric.
Even though each class is different and student-directed, some guidelines must
be followed in every English medium school Aluva classrooms, such as
the importance of fluency at the beginning of the course and a constant flow of
precision throughout the system, and learner empowerment the primary goal.
In the typical CLL
lesson, I'm taught five phases:
Stage 1- Reflection
I have students sit in an arc with a recorder to
create a community-based atmosphere. The students think silently about what
they'd love to discuss, and I'm out of the circle.
Stage 2 - Recorded Conversations
After they've chosen an area of study, the students
inform them in L1 of the things they'd like me to hear, and I quietly follow
behind them to translate the 10th and 12th Aluva.
If students feel confident enough, they can say a
portion of it in English at higher levels, and I'll give them the complete
English sentence. Once they are ready to speak, students grab their microphones
and write their speeches.
Here, they're working on their pace and proficiency.
They stop recording immediately and wait until a different student is ready to
reply, and the process continues until the entire conversation is recorded.
Stage 3 -
Discussion
The students then discuss what they think their
discussion was. They may discuss what they felt about speaking on a mic and
whether they were more confident speaking out as they usually would.
Stage 4 - Transcription
Then they watch the tape and record their
conversations. I only intercede when they ask for assistance.
When you first do this in a group, they might trust
you more but try to separate yourself from the entire process by leading the
class and encouraging them to do the work themselves.
Stage 5 - Analysis
of language
Students are sometimes asked to analyze the language
at the end of the lesson or during class. This is about examining the tenses'
forms and vocabulary, as well as the reasons the reason why certain ones were
chosen and will also depend on the type of language used by the students.
In this way, they're completely involved in the
process. The language is entirely personalized, and at higher levels, they
decide on the elements of their conversation they want to analyze in terms of
the use of tenses, lexis or even the discourse.
You can help with the analysis at lower levels by
selecting the most frequent issues that you noticed during the recording stage
or using an end-to-end transcription.
Teaching large
classes
In the beginning, it is essential to record the
discussion in the whole class, even though it can reduce the number of times
students speak. It's more efficient to give directions before beginning and
move between students if they require the teacher to translate or modify what
they're planning to say. If you decide to use CLL but, you may want to divide
the group into two sections, which will give them more speaking time.
Be sure that the groups are separated enough apart
to communicate during recording, but not enough that you cannot be able to move
between groups freely.
Another option is that they switch tapes in the
transcription phase. The CBSE affiliated schools Aluva is less
personalized, but their listening skills are tested differently, and they feel
a part of the group.
Conclusion
While CLL is intended to be a complete teaching
method, I have observed it as useful in a few lessons, particularly for
teenagers. It helps me focus on the student while my students instantly respond
positively to being part of a group. They respond exceptionally well to
corrections from peers and work together. They conquer their fears of speaking.
I've also seen those who are quieter can offer modifications to their peers and
willingly participate in the recording phase during the course. This method of
teaching covers all four skills and reveals the learners' approaches that tend
to be more analytical or less when it comes to learning languages. All of this
makes us more aware as teachers and of our students.
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