Competency-Based Language Teaching.

Competency-Based Language Teaching.

1. Adopted by the end of the 1970s, particularly as the basis for the deign of work-related and survival-oriented language teaching programs for adults.

2. In 1983, "The most important breakthrough in adult ESL".

3. By the 1990s,"the state-of-the-art approach to adult ESL "

4. APPROACH: THEORY OF LANGUAGE AND LEARNING

   • CBLT 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 shares with behaviorist views of learning the notion that language form can be inferred from language function.
   • Language and learning theory is the view that language can be analyzed into appropriate parts and subparts.
   • CBLT is built around the notion of communicative competence and seeks to develop functional communication skills in learners.
   • CBLT shares some features with Communicative Language Teaching.

5. DESIGN

   • Syllabus
     • one's understanding of subject matter as the basis for syllabus planning.
     • Field of knowledge that one is going to teach.
   • Objective.
     • Objectives may be specified, but these usually have little role in the teaching or assessing of the subject.
   • ESL curriculum for immigrants and refugees.
     • -Task Performance; - Safety; - General Word-Related; -Work Schedules, Time Sheets, Paychecks; -Social Language; -Job Application; -Job Interview.
   • Competencies for retaining a job
     • -Follow Instructions; -Respond appropriately; -Request supervisor; -Report completion; -Request supplies; -Ask where object is located; -Follow simple oral directions; -Read charts, labels, forms, or written instructions; -State problem and ask for help; -Respond to inquiry.
   • Eight features of CBE programs in ESL
     • 1.A focus on successful functioning in society; 2.A focus on life skills; 3.Task-or performance-centered orientation; 4.Modularized instruction; 5.Outcomes that are made explicit a priori; 6.Continuous and ongoing assessment; 7.Demonstrated mastery of performance objectives; 8.Individualized, student-centered instruction.
   • Advantages of competencies approach from the learner's point of view.
     • -The competencies are specific and practical and can be seen to relate to the learner's needs and interests.
     • -The learner can judge whether the competencies seem relevant and useful.
     • -The competencies that will be taught and tested are specific and public-hence the learner knows exactly what needs to be learned.
     • -Competencies can be mastered one at a time so the learner can see what has been learned and what still remains to be learned.

6. PROCEDURE

   • The competency descriptions are divided into four domains.
     • 1.Knowledge and learning competencies; 2.Oral competencies; 3.Reading competencies; 4.Writing competencies.
   • All competencies are described in terms.
     • -Elements that break down the competency into smaller components and referto the essential linguistic features of the text.
     • -Performance criteria that specify the minimal performance required to achieve a competency.
     • -Range of variables that sets limits for the performance of the competency.
     • -Sample texts and assessment tasks that provide examples of texts and assessment tasks that relate to the competency.