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Competency-Based Language Teaching: Mgter. Marina Falasca

This document discusses competency-based language teaching (CBLT), an educational approach focused on defining clear learning goals and measuring student mastery of skills. CBLT is based on the idea that language is best taught through functional use in social contexts. It breaks language learning down into competencies and systematically designs activities linked to real-world tasks to help students develop the ability to use language skills in their lives. Teachers play a key role in designing syllabi and materials to match students' communicative needs based on their context. The approach aims to make students aware of learning goals and provide social relevance, but has been criticized for its reductionist approach and difficulty operationalizing some competencies.

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85 views15 pages

Competency-Based Language Teaching: Mgter. Marina Falasca

This document discusses competency-based language teaching (CBLT), an educational approach focused on defining clear learning goals and measuring student mastery of skills. CBLT is based on the idea that language is best taught through functional use in social contexts. It breaks language learning down into competencies and systematically designs activities linked to real-world tasks to help students develop the ability to use language skills in their lives. Teachers play a key role in designing syllabi and materials to match students' communicative needs based on their context. The approach aims to make students aware of learning goals and provide social relevance, but has been criticized for its reductionist approach and difficulty operationalizing some competencies.

Uploaded by

gorkitorcaza
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Competency-Based Language

Teaching

Mgter. Marina Falasca


Introduction
 Competency-Based Education (CBE) is an
educational movement which emerged in the United
States in the 1970s.
 This movement presents a pattern that is focused on
the outputs to learning.
 It defines the goals and objectives to be reached in
such a way, that students´ knowledge, skills and
behaviors, can be easily measured.
 Students develop the ability to use their knowledge in
real life situations.
Principles
Systematic
Focuses on the outcomes and outputs
Helps sts learn one thing well before
going on to the next
Theory of Language Learning
 CBLT is based on function and interaction of
language, i.e., language is taught taking into account
the social context and the communicative needs of
students.
 It is also based on the behaviorist view, since it shares
the principle that learners can infer language form from
language function, thus, CBLT competence designers
know exactly the vocabulary and the structures that
can be found in different situations and they
strategically place them in the different
teaching/learning units.
Syllabus and Objectives
 CBLT focuses on competencies. It
provides teachers with the necessary
tools and parameters to design their
syllabuses and objectives and
enhances students to learn the
language and to know how and when to
use it in a determined moment of their
lives.
Competency

the state or quality of being capable

an ability or skill possessed by an


individual.
Role of Teachers and Materials
 Teachers play an essential role, since they are
the ones who provide students with the
appropriate activities and learning materials which
are related to their real lives, so that students can
be communicatively competent in real situations.
 To achieve this, teachers must be excellent
observers of the context that surrounds students
and take into account the main needs they have
to design matched syllabuses.
Role of Learners

Judge the relevancy and usefulness of

the activities
Should demonstrate the learnt behavior
Learning Activities
Systematically designed activities
Real-world task – activity linked to the
field of work and to social survival
Work Schedules
Job application
Job interview
Key features
 Successful functioning in society

 Life skills

 Task- or performance centered orientation

 Modularized instruction

 Outcomes made explicit a priori


 Continuous and ongoing assessment

 Demonstrated mastery of performance

objectives
 Individualized, student- centered

instruction
Procedure

Initial assessment (placement)

Completion of subpart with the

assessment and moving on to the next


unit.
Why CBLT?
Competencies are precise and useful.
They are well defined and they can be
related to what students need and to
what is appealing to them.
Competencies can be constructively
criticized by students, since they can
judge whether they are pertinent and
helpful in their learning process.
Why CBLT? Cont.
Competencies are socialized with
students, so that they can specifically
know what they need to learn and what
is going to be tested in the course. In
this way, students are aware of their
learning process and the goals they
need to achieve.
Criticism

No valid procedures to develop


competency lists.
Many areas are impossible to
operationalize
Dividing activities into subparts is a
reductionist approach.
Makes refugees to be passive citizens

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