In CLL language learners are seated in circle and they only face onther language learners, and the knower, who is relatively a stranger to them, remains outside the group. The knower is the only one around that the language learners are defending themselves from. By sitting together among other learners in a circle and the knower outside the language learners are not worried about defending themselves. In doing this procedure there is underlying principle about learning. This principle can be stated that the human person learns new behavior rapidly in the learner is not busy defending himself from someone else (stevik, 1976).
Reffering to the whole person learning, CLL advocates language learning is both cognitive and affective (richards and rodgers, 1986: 17 and 2001). The assumption suggests that interaction between learners and knower is central. In CLL the role of a language teacher is not only to teach a foreign language but also the knower of the target language that has to maintain learners security. This assumption can be traced back to whole-person learning (curran, 1977).
Referring to the whole-person learning, CLL advocates belive that language learning will take place if language learners maintain their feeling of security. This assumption can be seen from how knower behaves in the classroom as discussed in the procedure section. The knower always maintains learners’ security during the learning process. This calls for creativity of language teaching since different culture sometimes expect different behaviors from teachers in order to keep learners’ security.