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Competency-based Language Teaching

The document discusses Competency-Based Language Teaching (CBLT), which emphasizes teaching language in social contexts and focuses on learners' specific needs and competencies rather than traditional subject knowledge. It highlights the importance of designing syllabi around competencies, learning outcomes, and criterion-based assessment. The approach aims to facilitate individualized, student-centered instruction to enhance language skills for practical communication.

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Victor Manuel Pingo Muñoz
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9 views

Competency-based Language Teaching

The document discusses Competency-Based Language Teaching (CBLT), which emphasizes teaching language in social contexts and focuses on learners' specific needs and competencies rather than traditional subject knowledge. It highlights the importance of designing syllabi around competencies, learning outcomes, and criterion-based assessment. The approach aims to facilitate individualized, student-centered instruction to enhance language skills for practical communication.

Uploaded by

Victor Manuel Pingo Muñoz
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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UNIVERSIDAD NACIONAL DE EDUCACIÓN

ENRIQUE GUZMÁN Y VALLE


“Alma Mater del Magisterio Nacional”
FACULTAD DE CIENCIAS SOCIALES Y
HUMANIDADES
Departamento Académico de Lenguas Extranjeras

by Maria del Pilar Bastidas Ricaldi


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. Language always occurs as a
medium of interaction and communication between
people for the achievement of specific goals and
purposes. CBLT has for this reason most often been
used as a framework for language teaching in
situations where learners have specific needs and are
in particular roles and where the language skills they
need can be fairly accurately predicted or
determined.
Design: Objectives, syllabus, learning activities, roles of learners, teachers, and materials

Docking (1994) points out that the traditional approach to developing a syllabus involves using one’s understanding of
subject matter as the basis for syllabus planning.

CBT by comparison is designed not around the notion of subject


knowledge but around the notion of competency. The focus
moves from what students know about language to what they can
do with it. The focus on competencies or learning outcomes
underpins the curriculum framework and syllabus specification,
teaching strategies, assessment and reporting. Instead of
normreferenced assessment, criterion-based assessment
procedures are used in which learners are assessed according to
how well they can perform on specific learning tasks. (Docking
1994: 16)
.

Red Auerbach (1986)


Modularized instruction.
Individualized, student-centered instruction

(Auerbach 1986: 414–415)

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