Community Language Learning

·         The goal of the Community Language Learning is the teacher wants the student to learn how to use the target language communicatively. Also, the teacher wants the students to learn about their own learning, to take increasing responsibility for it, and learn how to learn from one another.
·         The teacher is like a counselor, it means that the teacher recognize how threatening a new learning situation can be for adult learners, so he skillfully understand and support his student in their struggle to master the target language.
·         The teacher focuses not only on the language but also on being supportive of learners in their learning process.
·         According to Curran, there are six elements necessary for non-defensive learning:
·         Security
·         Aggression
·         Attention
·         Reflection
·         Retention
·         Discrimination
·         Building a relationship with and among students is very important. Students can learn from each other as well as their interaction with the teacher.
·         The teacher listens and responds to each comment carefully. While security is a basic element of learning process, the way in which it is provided will change depending upon the stage of the learners.
·         Language is for communication. Both teacher and students work at building trust in one another and the learning process.
·         The most important skills are understand and speaking the language. Particular grammar points, pronunciation patterns, and vocabulary are worked with, based on the language the students have generated.
·         The purpose of using the native language is to provide a bridge from the familiar to the unfamiliar.
·         A teacher made classroom test would likely be more of an integrative test than a discrete-point one. Students would be asked to write a paragraph or be given an oral test interview. Teacher would encourage their students to self evaluate-to look at their own learning and to become aware of their own progress.
The teacher repeat correctly what the students has said incorrectly, without calling further attention to the error