Community Language Learning in Tertiary-level Teachers

Abstract

Community Language Learning, or CLL, is a student-centered method that strongly emphasizes building supportive learning communities and interpersonal communication. The study looks into the strategies instructors use to support CLL, the difficulties experienced in putting this strategy into practice, and the outcomes seen in student involvement, participation, and language competency. Interviews with tertiary-level instructors who know CLL were used in the research method to gather qualitative data. The research identified several CLL framework components, such as subject contextualization and sharing in groups, the teacher approaches to collaborative learning, and group discussions and sharing as beneficial practices. These techniques promoted individualized interaction, attentive listening, and direction, which boosted student involvement and engagement. The study did note specific issues with involvement and communication, as well as the language barrier experienced by non-native English speakers while applying CLL. A supportive classroom learning environment and scaffolding strategies to enhance language development were proposed as solutions to these problems. The findings demonstrated CLL's achievements, such as improved student engagement, enhanced communication abilities, learner empowerment, and the emergence of authentic use of language. In addition, the results underscored the significance of student involvement and engagement as success markers. The study also covered the effects of CLL on developing a learner-centered approach and a conducive atmosphere for language acquisition.