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COMPETENCY BASED APPROACH
The concept of competence-based teaching and learning means
different things to different people. In fact, there is no single agreed definition of the concept because professionals define it from different contexts. There are many terms used to refer to competence-based teaching and learning. Such terms include competence-based education, competence-based curriculum, proficiency-based education, outcome-based education, mastery-based education, standard-based education and performance-based education.
In his book "Approaches and Methods in Language Teaching",
Richards describes CBLT as follows: "Competency-Based Language Teaching focuses on what learners are expected to do with the language, rather than on knowledge about the language. It is a performance-based approach to teaching that emphasizes the use of language in specific contexts."
Auerbach (1986) provides a useful review of
factors involved in the implementation of CBE programs in ESL, and identifies eight key features: 1. A focus on successful functioning in society. The goal is to enable students to become autonomous individuals capable of coping with the demands of the world. 2. A focus on life skills. Rather than teaching language in isolation, CBLT teaches language as a function of communication about concrete tasks. Students are taught just those language forms/skills required by the situations in which they will function. These forms are determined by “empirical assessment of language required” (Findley and Nathan 1980: 224). 3. Task- or performance-centered orientation. What counts is what students can do as a result of instruction. The emphasis is on overt behaviors rather than on knowledge or the ability to talk about language and skills. 4. Modularized instruction. “Language learning is broken down into manageable and immediately meaningful chunks” (Center for Applied Linguistics 1983: 2). Objectives are broken into narrowly focused sub objectives so that both teachers and students can get a clear sense of progress. 5. Outcomes that are made explicit a priori. Outcomes are public knowledge, known and agreed upon by both learner and teacher. They are specified in terms of behavioral objectives so that students know exactly what behaviors are expected of them. 6. Continuous and ongoing assessment. Students are pretested to determine what skills they lack and post tested after instruction in that skill. If they do not achieve the desired level of mastery, they continue to work on the objective and are retested. Program evaluation is based on test results and, as such, is considered objectively quantifiable. 7. Demonstrated mastery of performance objectives. Rather than the traditional paper-and-pencil tests, assessment is based on the ability to demonstrate prespecified behaviors. 8. Individualized, student-centered instruction. In content, level, and pace, objectives are defined in terms of individual needs; prior learning and achievement are taken into account in developing curricula. Instruction is not time-based; students progress at their own rates and concentrate on just those areas in which they lack competence. MERITS There are said to be several advantages of a competencies approach from the learner’s point of view: 1. The competencies are specific and practical and can be seen to relate to the learner’s needs and interests. 2. The learner can judge whether the competencies seem relevant and useful. 146 3. The competencies that will be taught and tested are specific and public – hence the learner knows exactly what needs to be learned. 4. Competencies can be mastered one at a time so the learner can see what has been learned and what still remains to be learned. syllabus Jack C. Richards emphasizes that a competency-based syllabus: Encourages practical application of language. Focuses on the functional use of language rather than theoretical knowledge. Reflects the needs of the learners and the specific context in which they will use the language. Components of a Competency-Based Syllabus 1. Competency Statements: o Clearly articulated outcomes that learners should
achieve (e.g., "Can use past tense verbs to describe
previous work experience"). 2. Performance Indicators: o Specific behaviors or actions that show a competency
has been mastered (e.g., "Accurately uses 80% of past
tense verbs in an oral narrative"). 3. Content Areas: o Topics or themes are included as a framework for
education). 4. Tasks and Activities: o Activities designed to help learners develop and
practice the competencies.
o Examples: role-playing, simulations, completing
forms, group discussions.
5. Assessment Tools: o Tools such as checklists, rubrics, and task-based
evaluations to measure performance.
o Example: a rubric for assessing a formal email's
grammar, tone, and organization.
Example of a Competency-Based Syllabus Unit
Unit Theme: Workplace Communication Competencies: Greet and introduce oneself and others in a formal setting. Write a professional email to a colleague. Participate in a team meeting and contribute ideas effectively. Tasks: Practice greeting and introductions through role-playing. Draft a professional email based on a given scenario. Conduct a mock meeting with assigned roles for discussion. Assessment: Checklist for greeting and introductions. Rubric for assessing email clarity, format, and tone. Observation and feedback for meeting participation. ,
David Kingdon (Editor), Paul Rowlands (Editor), George Stein (Editor) - Seminars in General Adult Psychiatry (College Seminars Series)-RCPsych Publications (2024)