1977/12/01 by Jennybelle Rardin, Jennybelle P. Rardin
Social Sciences · Arts and Humanities · Psychology · #Multilingual Education and Policy #Second Language Learning and Teaching #Educational and Psychological Assessments
paper · doi:10.2307/3585734
The purpose of this paper is to look at Counseling-Learning/Community Language Learning (C-L/CLL) as a facilitation process. There is an increasing awareness among language teachers that C-L/CLL is not simply seating students in a circle and translating whatever they say into the target language. C-L/CLL is being recognized as a comprehensive multi-faceted, multi-dimensional model which goes beyond technique and methodology. Personal communication seems to generate in many learners two internal opposing forces-one to apprehend the new knowledge and the other to protect the self. To minimize this internal struggle, C-L/CLL theory and practice sees the language teacher as making a conscious and skillful effort, in the beginning stages, to offset this threat. This kind of environment, then, seems to facilitate a nondefensive or holistic entry into the learning process. A co-ordination of understanding-facilitative and teaching skills is necessary to facilitate this 5-stage birthing-of-new-language-selves process.