Competency based language teaching

1. COMPETENCY- BASED LANGUAGE TEACHING (CBLT) by SURYANI

2. DEFINITION focus ed 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

3. 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

4. Theory of Language and Learning F unctional and interactional perspective on the nature of language Language is seen as “a medium of interaction and communication between people ” A pplies 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  S hares the behaviorist view of  learning that “certain life encounters call for certain kinds of language”

5. Syllabus Design The focus of CBLT syllabus is on how the students can use the language instead of their knowledge about the language . T he  teacher provides a list of competencies which the course is going to deal with, and these are “typically required of students in life role situations CBLT is an outcome-based approach also influences the syllabus, especially the kind of assessment which is used 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 ”

6. Learning Activities  Systematically designed activities Real-world task : activity linked to the field of work and to social survival Work Schedule : Job application and Job interview

7. Key Features Language functioning in society. 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.

8. Role of Teacher To provide positive and constructive feedback T o 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.

9. 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.   

10. MATERIALS

11. 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”

12. 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” .

13. 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.

14. . 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