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Competency Based Language Teaching

Competency-Based Language Teaching (CBLT) is an educational approach that emerged in the 1970s in the United States, focusing on enabling students to perform specific tasks in real-world contexts through measurable competencies. Teachers act as facilitators and assessors, while students engage actively in practical applications of their language skills. The approach emphasizes continuous assessment, individualized learning paths, and the development of essential skills for effective performance in various life domains.

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Mauro Modica
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20 views

Competency Based Language Teaching

Competency-Based Language Teaching (CBLT) is an educational approach that emerged in the 1970s in the United States, focusing on enabling students to perform specific tasks in real-world contexts through measurable competencies. Teachers act as facilitators and assessors, while students engage actively in practical applications of their language skills. The approach emphasizes continuous assessment, individualized learning paths, and the development of essential skills for effective performance in various life domains.

Uploaded by

Mauro Modica
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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1.

Origin and Development


Inventor: Competency-Based Education (CBE), the foundational concept for
Competency-Based Language Teaching, is an educational movement rather
than the creation of a single individual. It was particularly influenced by
educational theorists and practitioners such as Schenck and Docking.
When: CBE emerged in the United States in the 1970s.
Where: United States
2. Objectives of the Approach
The primary objectives of CBLT are:

 To enable students to perform specific tasks and functions in real-


world contexts.
 To focus on the outcomes or outputs of learning, ensuring that
students can demonstrate their abilities through measurable and
observable behaviors.
 To help learners develop the necessary language skills to function
proficiently in their social and work environments.
3. Roles of Teachers and Students
Teacher's Role:
 Facilitator of learning, guiding students through specific
competencies.
 Assessor of student performance based on predefined competencies.
 Designer of learning activities that align with real-world tasks and
competencies.
Student's Role:
 Active participant in learning, engaging with tasks that mirror real-life
situations.
 Demonstrator of learned competencies through practical applications.
 Continuous learner, progressing through modules at their own pace
based on mastery of competencies.
4. Expected Outcomes for Students
 Students are expected to achieve proficiency in specific competencies
relevant to their needs, whether for work, social integration, or other
practical purposes.
 They should be able to apply their language skills effectively in real-
world situations, demonstrating the ability to perform tasks that are
essential for their roles in society.
5. Materials Needed
Modular instructional materials that focus on specific competencies.
Real-world task simulations and practical exercises.
Assessment tools for evaluating competency mastery.
Resources for continuous feedback and support, such as checklists and
rubrics for performance evaluation.
6. Procedure
The procedure in CBLT involves several key steps:

 Assessment: Initial evaluation of students' current competencies to


determine their starting point.
 Objective Setting: Clear specification of learning outcomes and
competencies that students need to achieve.
 Instruction: Teaching language skills through tasks and activities that
are directly related to the competencies.
 Practice: Engaging students in practical exercises that reflect real-life
situations.
 Feedback and Assessment: Continuous assessment of students'
performance, providing feedback to guide further learning.
 Progression: Allowing students to advance at their own pace, focusing
on mastering one competency at a time before moving to the next.
In summary, Competency-Based Language Teaching is an outcomes-focused
approach designed to equip learners with specific, measurable skills needed
for real-world tasks. It emphasizes continuous assessment and
individualized learning paths, ensuring that students can apply their
language abilities effectively in practical contexts.

Competencies consist of a description of the essential skills, knowledge,


attitudes, and behaviors required for effective performance of a
real-world task or activity. These activities may be related to any domain
of life, though have typically been linked to the field of work and to social
survival in a new environment. For example, areas for which competencies
have been developed in a vocationally oriented ESL curriculum for
immigrants and refugees include:
Task Performance
Safety
General Word-Related
Work Schedules, Time Sheets, Paychecks
Social Language
Job Application
Job Interview
For the area of “Retaining a Job” the following competencies are
described:
– Follow instructions to carry out a simple task.
– Respond appropriately to supervisor’s comments about quality of
work on the job, including mistakes, working too slowly, and incomplete
work.
– Request supervisor to check work.
– Report completion of task to supervisor.
– Request supplies.
– Ask where object is located: Follow oral directions to locate an object.
– Follow simple oral directions to locate a place.
– Read charts, labels, forms, or written instructions to perform a task.
– State problem and ask for help if necessary.
– Respond to inquiry as to nature or progress of current task; state
amount and type of work already competed.
– Respond appropriately to work interruption or modification.
(Mrowicki

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