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Summary 1CBLT

The article discusses Competency-Based Language Teaching (CBLT), which adapts to the needs of students and focuses on practical language skills for effective societal functioning. While CBLT has gained popularity for its emphasis on clear outcomes and continuous feedback, it faces criticism for its limitations in defining competencies and reducing education to mere skill acquisition. Despite these concerns, CBLT is increasingly recognized as a vital approach in global education, aligning with demands for accountability and skill improvement.

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5 views1 page

Summary 1CBLT

The article discusses Competency-Based Language Teaching (CBLT), which adapts to the needs of students and focuses on practical language skills for effective societal functioning. While CBLT has gained popularity for its emphasis on clear outcomes and continuous feedback, it faces criticism for its limitations in defining competencies and reducing education to mere skill acquisition. Despite these concerns, CBLT is increasingly recognized as a vital approach in global education, aligning with demands for accountability and skill improvement.

Uploaded by

munirakhan802
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Summary: “Approaches and methods in language teaching,

Competency-Based Language Teaching” by Jack C. Richards & Theodore S.


Rodgers
The main focus of the article is that it is adaptive to the needs of students, teachers,
and the community, and is based on outcomes derived from analyzing tasks
typically encountered in everyday life. This framework became known as
Competency-Based Language Teaching (CBLT) in language education. CBLT
applies CBE principles to language teaching, particularly in programs focused on
work-related or survival-oriented language skills for adults. CBLT focuses on
language tasks that lead to mastery of specific skills necessary for individuals to
function effectively in society. Advocates of CBLT argue that it enhances both
teaching and learning by clearly specifying expected outcomes and offering
continuous feedback. This approach has been observed to improve the quality of
education and assessment across various levels and settings, from primary schools
to workplace training.

Although Competency-Based Language Teaching has received considerable


attention in the ESL (English as a Second language) community, there are severe
limitations that also emanate from both practice and philosophy. For example, a
case in point is Tollefson (1986) who raises the concern of being able to come up
with valid lists of competencies saying that it is not easy, especially with abstract
concepts like ‘adult living’ or ‘survival’ which terms are rather vague and difficult
to quantify. Others equally point out that there is risk in reducing tasks to
competencies and sub-competencies since education is more complex than that and
that CBLT is one of those educational practices that reflect what Freire has referred
to as a banking conception of education. This is where education is viewed as a
vehicle for passing on knowledge and values that already exist in society to
students so that they conform to what already is rather than changing what is.

Despite these criticisms, in conclusion, CBLT is gaining international traction


largely due to its alignment with political demands for accountability in education.
Advocates argue that improving competencies and skills remains a central priority
in global education systems, positioning CBLT as a key approach moving forward.

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