COMPETENCY-BASED LANGUAGE TEACHING

COMPETENCY-BASED LANGUAGE TEACHING

1. Is an appliaction of the principles of Competecy-Based Education to language teaching.

2. CBLT shares features of the graded objectives movement that was proposed as a framework for organizing foreign language teaching in Britain in the 1980s.

3. APPROACH

   • DESIGN
     • COMPETENCES
       • Essential skills, knowledge, attitudes, and behaviors required for effective performance of a real-world task or activity.
       • Focus on successful functioning in society
       • Focus on life skills
       • Task-or performer centered orientation
       • Modularized instruction
       • Outcomes that are made explicit a priori
       • Continuous and ongoing assessment
       • Demonstrated mastery of performance objectives
       • Individualized, student – centered instruction
       • PROCEDURE
         • Knowledge and learning competencias
         • Oral competencies
         • Reading competencies
         • Writing competencies
     • Docking (1994) points out that the traditional approach to developing a syllabus
     • One starts with the field of knowledge that one is going to teach and selects concepts, knowledge, and skills that constitute that field of knowledge.
     • Assessment of students is usually based on norm referencing , that is, students will be graded on a single scale with the expectation
   • It is based on a functional and interactional perspective on the nature of language. It seeks to teach language in relation to the social contexts in which it is used.
   • It is a built around the notion of communicative competence and seeks to develop functional communication skills in learners.