Some Limitations of C-L/CLL Models of Second Language Teaching

Abstract

Several years ago language teachers were introduced to a new and bold concept of teaching a second language (L2) in the counseling-learning (C-L), whole-person model of education, and more specifically, community language learning (CLL). Language teachers have benefited and will continue to benefit from the insights of the C-L/CLL model. It has focused our attention on the whole person, on the affective domain, and on revolutionary methods of teaching. But language teachers need to be aware of the limitations of the C-L and CLL model, which, like any method, is not a panacea, but rather one more set of tools for the language teacher to interpret and adapt. Some of the major limitations that need to be considered are: (1) Curran's particular interpretation of the role of a counselor in a counselor-client relationship; (2) the host of affective variables (social, cultural, personality) operating within any one learner, thus making it difficult to generalize about what type of approach is optimal for each learner; (3) the suitability of CLL considering the variety of cognitive styles utilized by learners; (4) the inadequacy of relying on inductive, learner-initiated responses; and finally (5) the budgetary and curricular difficulties of carrying out a CLL approach. Special attention to these five limitations should enable language teachers to adapt and modify CLL effectively in a variety of language teaching situations.