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Introduction Competency-Based Language Teaching (CBLT)

The document discusses two main approaches to designing language courses: forward design, which focuses on syllabus and teaching methods, and backward design, which prioritizes defining learning outcomes first. Competency-Based Language Teaching (CBLT) is highlighted as an effective method that emphasizes measurable skills and practical communication for real-life situations, particularly in adult education. CBLT's characteristics include task-based learning, continuous assessment, and individualized instruction, making it a beneficial and adaptable approach in higher education.

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Nguyễn Huỳnh Toàn Thắng
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14 views1 page

Introduction Competency-Based Language Teaching (CBLT)

The document discusses two main approaches to designing language courses: forward design, which focuses on syllabus and teaching methods, and backward design, which prioritizes defining learning outcomes first. Competency-Based Language Teaching (CBLT) is highlighted as an effective method that emphasizes measurable skills and practical communication for real-life situations, particularly in adult education. CBLT's characteristics include task-based learning, continuous assessment, and individualized instruction, making it a beneficial and adaptable approach in higher education.

Uploaded by

Nguyễn Huỳnh Toàn Thắng
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 DOCX, PDF, TXT or read online on Scribd
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Introduction

- There are two main ways to design a language course.


+ The first, called forward design, starts by deciding what to teach, then how to teach it, and finally how to
assess learning. This approach assumes that learning depends on a well-structured syllabus and effective
teaching methods. For over a hundred years, discussions about the best syllabus and teaching methods have
been central to language teaching.
+ The second approach, backward design, works in the opposite way. It begins by defining the learning
outcomes – what students should be able to do after the course – then decides on teaching methods and
content. This method has been influential in education, including language teaching, since the 1970s.
According to Leung (2012), outcomes-based teaching is linked to public policy, setting clear standards for
measuring student performance. Terms like attainment targets, benchmarks, core skills, and target
competencies all relate to this approach. Figueras (2012) also notes that modern curricula focus more on
real-life skills and what students can achieve by the end of a course.
1 Competency-Based Language Teaching (CBLT)
Competency-Based Language Teaching (CBLT) is a language teaching approach based on
Competency-Based Education (CBE), which emphasizes learning outcomes rather than instructional
methods. Originating in the U.S. in the 1970s, CBE focuses on defining educational goals in terms of
measurable skills, knowledge, and behaviors that learners should acquire by the end of a course.
CBLT applies these principles to language learning, particularly in work-related and survival-oriented
programs for adults. It has been widely adopted in large-scale programs worldwide and is considered a
significant advancement in adult ESL education. The approach ensures that learners gain practical
communication skills necessary for real-life situations, aligning educational content with workplace and
societal demands.
Key characteristics of CBLT include:
1. Focus on real-life functioning – Enabling learners to use language effectively in daily life.
2. Emphasis on life skills – Teaching language as a tool for practical communication rather than abstract
knowledge.
3. Task-based learning – Prioritizing learners’ ability to perform specific tasks rather than just acquiring
theoretical knowledge.
4. Modular instruction – Breaking learning into manageable and meaningful units.
5. Clear learning outcomes – Making objectives explicit for both teachers and students.
6. Continuous assessment – Evaluating learners before, during, and after instruction to measure progress.
7. Demonstrated mastery – Assessing learners through practical performance rather than traditional tests.
8. Individualized instruction – Allowing learners to progress at their own pace based on their needs and
prior knowledge.
CBLT has been recognized as a beneficial approach in higher education due to its efficiency,
adaptability, and ability to improve learning outcomes. Experts argue that it enhances teaching quality,
reduces costs, and shortens the time needed for graduation. The method has gained policy support, with
institutions emphasizing the need to define competencies clearly, integrate technology in learning, and shift
the teacher’s role from a lecturer to a guide.
The learner-centered nature of CBLT offers several advantages:
- Practical and relevant competencies tailored to learners’ needs.
- Transparent learning expectations and assessment criteria.
- Incremental mastery of skills, allowing learners to track their progress.
Overall, CBLT is a structured and outcome-driven approach that ensures learners develop real-world
language competencies efficiently.

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