Information collection & exchange

mmunity language learning (CLL) 
Background 

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In Community Language Learning, the aim is to involve the learner's whole personality. Affective and 
ht. CLL draws its insights and rationale from counseling 
chniques. The teacher is the counselor who gives assistance and support to the learners, who are the 
sitive energy and enthusiasm for learning. The relationships between the teacher and 
arner and between the learners themselves, therefore, take on great importance. 
Distinguishing Features 
The focus is initially on listening and speaking. Grammar rules are explained and translations are used when 
necessary to give learners a sense of security and control over the situation. The syllabus and materials are 
esigned mostly by the learners. A typical CLL class goes as follows: The learners form a small circle. A 
arner whispers, in his or her native language, what he or she wants to say to the teacher. The teacher 
the learner repeats the teacher's translation. The learner's repetition is recorded on a tape 
corder. This process is repeated with other learners in the group, until an entire group discussion, in the 
t in your lessons. First, CLL advocates that the teacher should acknowledge the stress and fears 
hich can be found in a language learning classroom. You can lower the stress in your lessons by making 
you
lively activities which make learning fun. Second, CLL encourages learners to produce their own materials. 
By helping your students to write short stories which are then published in the school magazine, organizing 
the
your students a sense of ownership and pride and you will sidestep the problem of trying to teach with few or 
inadequate textbooks. 
 
 Su
ackground 
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re efficient 
if the psychological barriers to learning are lowered. He believes that learners raise these barriers and limit 
emselves because of a fear of failure. In order to make better use of learners' capabilities, Lozanov has 
e
de
enthusiasm for language learning.