COMPETENCY- BASEDLANGUAGE TEACHING

(CBLT)by

SURYANI

DEFINITION

Focus on what learners are expected to do with

the language. This approach emerged in the

United States in the 1970s and can be described

as “defining educational goals in terms of precise

measurable descriptions of the knowledge, skills,

and behaviors students should possess at the end

of a course of study

Why we choose CBLT Teaching Method

CBLT as the Theory of Language and Learning.

Competency-Based Language Teaching (CBLT) Syllabus Design.

Learning Activities suggested by CBLT.

Eight Key Features of CBLT.

Role of Teacher In CBLT.

Role of Learner In CBLT.

Materials suggested by CBLT.

Teaching Procedures in CBLT.

Reasons of using Competency-Based Language Teaching (CBLT

Theory of Language and

Learning

O Functional and interactional perspective on the

nature of language

O Language is seen as “a medium of interaction

and communication between people”

O Applies to situations in which the learner has

to fulfill a particular role with language skills

which can be predicted or determined for the

relevant context

O Shares the behaviorist view of learning that

“certain life encounters call for certain kinds

of language”

Syllabus Design

O The focus of CBLT syllabus is on how the students can use the language instead of their knowledge about the language.

O The teacher provides a list of competencies which the course is going to deal with, and these are “typically required of students in life rolesituations

O CBLT is an outcome-based approach also influences the syllabus, especially the kind of assessment which is used

O The competencies tested “consist of a description of the essential skills, knowledge, attitudes, and behaviors required for effective performance of a real-world task or activity”

Learning Activities

1. Systematically designed activities

2. Real-world task: Activity linked to the field

of work and to social survival

3. Work Schedule : Job application and Job

interview

Key Features

Language functioning in societyb.

Concrete tasks of Life skills (language forms/skills)

Performance-centered orientation

Modularized instruction

Outcomes; “Outcomes are public knowledge, known and

agreed upon by both learner and teacher”

Continuous and ongoing assessment.

Demonstrated mastery of performance

Individualized, student-centered instruction.

Role of

Teacher

To provide positive and constructive feedback

To be aware of the learners’ needs

To make everybody feels welcome in class

To give clear orders and explanations

To make sure that every student understands the

task

Not to push the students because the instructions

are not time-based

To select learning activities

To design a syllabus according to the competency

the students are going to acquire.

Role of

Learner

To be active in the classroom

To perform the skills taught

To know the use of the competencies Appropriately &

Purposely

To stay in the actual program until they improve

To be moved into a more proficient group of students.

To be able to adapt and transfer knowledge from one

setting to another.

MATERIALS

TEACHING PROCEDURE

At the beginning of a course in a competency-based framework the

students have to go through an initial assessment, in which the teacher

determines the current proficiency level of the individual student.

After this the students are grouped on the basis of “their current English

proficiency level, their learning pace, their needs, and their social goals

for learning English”

Furthermore, a course based on CBLT is divided into three stages, which

the students have to go through in order to successfully finish the course

At Stages 1 and 2 the learners deal with twelve competencies which are

related to general language. At Stage 3 the students are grouped on the

basis of their learning goals and “competencies are defined according to

the three syllabus strands of Further Study, Vocational English, and

Community Access”.

REASONS OF USING CBLT

Because CBLT provides lists of competencies for every specific situation

Because CBLT covers many areas or certain competencies needed

Because CBLT describe an activity in terms of a set of different competencies

Because CBLT focuses on the outcomes

Because CBLT can give the continuous feedback.

Because CBLT guides the teacher and student to the quality of assessment.

.

Because CBLT can point out that “the business of

improving learning competencies and skills will remain one

of the world’s fastest growing industries and priorities” in

the future

Because In CBLT language learning always connected

to the social context

Because in CBLT Language is seen as a medium of

interaction and communication between people.

Because CBLT can fulfill particular roles with language

skills

Because Competency-Based Language Teaching (CBLT)

shares the behaviorist view of learning that “certain life

encounters call for certain kinds of language

Because CBLT is gaining popularity in the whole world