Competency-Based Language Teaching (CBLT)

Competency-Based Language Teaching (CBLT)

1. Background

   • The focus on outputs rather than on inputs to learning is central to the competencies perspective
     • Thus CBE is based on a set of outcomes that are derived from an analysis of tasks typically required of students in life role situations.
     • design of work-related and survival-oriented language
       • necessary for individuals to function proficiently in the society

2. Approach: Theory of language and learning

   • teach language in relation to the social contexts
   • teaching in situations where learners have specific needs and are in particular roles
   • language form can be inferred from language function
   • CBLT thus shares some features with Communicative Language Teaching.

3. Design

   • using one’s understanding of subject matter as the basis for syllabus planning
   • A syllabus and the course content are then developed around the subject
   • CBT by comparison is designed not around the notion of subject knowledge but around the notion of competency
   • Competencies consist of a description of the essential skills
   • unit of competency might be a task, a role, a function, or a learning module
   • competency can be defined as any attribute of an individual that contributes to the successful performance of a task
   • focus on successful functioning in society
     • focus on life skills
       • Task- or performance-centered orientation
         • Modularized instruction
           • Outcomes that are made explicit a priori
             • Continuous and ongoing assessment
               • Demonstrated mastery of performance objectives
                 • Individualized, student-centered instruction

4. Procedure

   • Tollefson (1986) argues that there are in fact no valid procedures available to develop competency lists for most programs.
     • “functioning proficiently in the community,” are impossible to operationalize
     • Paolo Friere and others, points out that CBLT reflects what Friere has characterized as a “banking” model of education
   • teaching typically focuses on behavior and performance rather than on the development of thinking skills.
     • Competencies for refugee settlement programs in the United States, for example, attempt to inculcate attitudes and values that will make refugees passive citizens who accept the status quo rather than challenge it

5. Pros

   • They decide how much time they can put into studying, and when to be assessed
   • study when it’s most convenient for them, their retention rates get higher and their academic performance improves
   • set the desired learning outcomes in their areas of expertise
   • provide engaging learning materials
   • provide targeted support for students
   • teachers can better adapt their instruction
   • It promotes responsible and accountable teaching
   • if competencies are seen as tools to enable learners to act for change in their lives, critical thinking will be promoted

6. Cons

   • Students must be self-directed learners
   • sometimes these standards need to be changed in order to incorporate competency-based learning
   • it is determinist prescribing social roles for students and reinforcing the power structure.
   • mechanical, inhibiting critical thinking
   • CBLT emphasizes observable outcomes. However, much learning can not be observed
   • “focuses on behavior and performance rather than on the development of thinking skills”
   • CBLT reflects a banking model of education

7. The term standard refers to “what students should know and be able to do”