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Concentrated language encounter (CLE) instructional process

Design · All designs
Evidence · 2 claims (2 for) · 1 study (1 causal), q2 · 1 of 1 report an effect size · 2 claims rest on one study

Description

CLE is a sequence of lessons focused on producing a specific target text chosen before teaching, in which "the teacher and student both take an active part in negotiating the student's learning". It rests on Vygotskian scaffolding and contextualised, activity-based learning, and is organised into three stages of literacy development from beginner to advanced learners. In this study it was implemented through five steps: sharing the structured experience, reconstructing the experience, negotiating a group text, making a big book, and language activities through games.

Design Implications

Context

Requirements

  • A learning text carefully chosen to suit the language contextual resources and the activity-based vocational context

Constraints

  • Originally developed for literacy programs; the article applies it to vocational English classes

Target Learners

  • vocational English students
  • literacy learners from beginner to advanced stages

Learning Goals

  • English listening, speaking, reading and writing
  • vocational language use in real contexts

Claims

Examples

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Key Sources

  • Saowalak Rattanavich. (2017). The Effects of an Experimental Training Program for Teachers of Vocational English Using Concentrated Language Encounter Instructional Processes and Reciprocal Peer Teaching Strategies. English Language Teaching, 10(12). https://doi.org/10.5539/elt.v10n12p58
Page metadata
Field Value
type design
id concentrated-language-encounter-process
title Concentrated language encounter (CLE) instructional process
description CLE is a sequence of lessons focused on producing a specific target text chosen before teaching, in which "the teacher and student both take an active part in negotiating the student's learning".
status review
generated by process:settle-candidates on 2026-11-03
trust unverified — no one has confirmed this page's content
sources 1 — saowalak-rattanavich-2017

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