1 / 35

Competency-Based Language Teaching

Competency-Based Language Teaching. Competency:. Essential skill, knowledge or behaviour required for effective performance of a real world task or activity. Background. CBE (Competency-Based Education) Emerged in the U.S in 1970s For immigrants and refugees An educational movement

laciei
Download Presentation

Competency-Based Language Teaching

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Competency-Based Language Teaching

  2. Competency: Essential skill, knowledge or behaviour required for effective performance of a real world task or activity.

  3. Background • CBE (Competency-Based Education) • Emerged in the U.S in 1970s • For immigrants and refugees • An educational movement • Focusing on the outputs and outcomes of learning rather than inputs • To the competencies perspective, outputs to learning is central

  4. Differencesbetween CBE andothermethods

  5. . • CBE Described by Schenk 1978 • Performancebasedinstruction • Individualizedinstruction • Masterylearning • Outcomebased • Adaptivetothechangingneeds

  6. Competency-Based Language Teaching(CBLT) • By the end of 1970s… • Work-related and survival-oriented language teaching programs for adults. • Themostimportantbreakthrough in adult ESL

  7. 1990s • “The state-of-the-art approach to adult ESL by national policymakers and leaders in curriculum development as well”. • 1986 • Refugees in the U.S had to be enrolled in a competency-based program. • Programsbased on specificskillsneededforindividuals

  8. Advocates of CBLT see it as a powerfulagent of change. Because; • Opportuinty for teachers to revitalize their education and training programs • Quality of assessment and teaching improves • Student learning is enhanced • Specification of expected outcomes • Continuous feedback

  9. Standards Movement since 1990s • Glaser and Linn states:“..The national educational standards emerged…” • Washington D.C.-based center for Applied Linguistics under control to the TESOL organization- developed the K-12 school standards for ESL.

  10. They divided the grade levels into clusters: • Pre-K to 3rd grade • 4th to 8th grade • 9th to 12th grade

  11. CBLT in Britain in 1980s • Sharingfeatures of thegraded objectives movement proposed as a framework for organizing foreign language teaching • Gradedobjectivesare; series of short-termgoals-buildedupononebefore. • One of themostremarkableevents in modern languagelearning in UK.

  12. CBLT in general: • the principles of CBE • educational movement • focuses on outcomes of learning • Work-related and survival-oriented learning • The learners: refugees, immigrants • the most importantbreakthrough in adult ESL • teacher’s opportunity to revitalize their education programs • Teaching quality enhances • The aim is that the students’ being master of specific language skills to function proficiently in the society

  13. Approach: Theory of Language and Learning • CBLT (Competency Based Language Teaching) • is based on functionalandinteractionalperspective • language is taught in socialcontext • Has in commonwith behaviorist views • Language can be analyzed into parts and subpart and they can be tested incrementally. • “mosaic” approach • develops functional communication skills in learners, known of specific real-world task.

  14. Design:Objectives, Syllabus, Learning activities, Role of Learners, Teachers, and Material • Docking(1994) • Syllabus • Start with field of knowledge • Subject based content and syllabus • Objectives • Assessment based on norm referencing • Recieving marks for performances • CBLT • designed not around the notion of subject knowledge but around the notion of competency

  15. Focuses on what students can do with language not what they know about language. • Instead of norm-referenced assessment, criterion-based assessment procedures are used in which learners are assessed according to how well they can perform on specific learning tasks. (tells us how well students are performing on specific course or standards rather than just telling how their performance compare to group of students) • Competency consists of knowledge attitudes, behaviors, for reals tasks and activities

  16. HOW CBLT WORKS • Teacher: • first carries out a needs analysis to see how and where the students will need to use their English. • defines some competencies (tasks) that the students will need to accomplish. For example, giving personal information, filling a form, making a doctor’s appointment, applying for work, and so on. • creates activities that will teach the students how to accomplish those competencies (tasks). • Finally evaluates the students on their ability to perform those tasks.

  17. Competencies consist of activities related with the real life situations for surviving social environment. • ESL curriculum for immigrant and refugees include: • Task performance • Safety • General word-related • Work schedules, times sheets, paychecks • Social language • Job application • Job interview

  18. Competencies for retaining a job: • Follow instructions to carry out a simple task • Respond appropriately to supervisor’s comments • Request supervisor to check work • Report completion of task to supervisor • Request supplies

  19. 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 • State amount and type of work already competed. • Respond appropriately to work interruption or modification

  20. Docking’srelationshipbetweencompetenciesandjobperformance • a unit of competency A role, function, taskorlearningmodule Changeover time, showdifferencefromcontexttocontext • An element of competency anyqualityorcharacteristic of andindividual specificknowledge, attidutes,thinkingprocess,perceptualandphysicalskills independent of contextand time buildingblock

  21. Mid-nineteenthcentury Spencer in1860: • Themajorareas of humanactivity as thebasisforcurricularobjectives. Bobbitt in 1926: • curricualobjectivesrelatedto his analysis of functionalcompetenciesrequiredforadults in U.S

  22. . • Northrup’s report in 1977: • Fiveknowledgeareas • Fourbasicskillareas • 65 competencies

  23. Auerbach in 1986: • Eight key features in the implementation of CBE programs in ESL: • A focus on successful functioning in society Autonomuslearners • A focus on life skills Language as a function of communication • Task-or performance-centered orientation What a person can do ratherthanwhat he knows • Modularized instruction objectivesarebrokenintonarowlyfocusedsubobjectives

  24. Outcomes that are made explicit a priori specifying in terms of behavioralobjectives • Continuous and ongoing assessment Students’ beingpretestedandposttested • Demonstrated mastery of performance objectives assesmentrelying on demonstration of thebehaviours • Individualized, student-centered instruction Objectivesacordingtostudentsneeds, priorlearning, no time basedinstruction

  25. Advantages of CBE for learners • Specific and practical • judged by learners • specific and public • can be mastered one at a time

  26. Procedure • AustralianMigrantEducation Program • One of thelargestimmigrantlanguagetraining program. • Movedfromcentralisedplaning (content-basedandstructuralcurriculum) todecentralisedlearner-centered (needs-based) • Morerecentlytothecompetency-basedcurriculumframeworks.

  27. Certificate in SpokenandWrittenEnglish • Learningoutcomesarespecified in threestages • Stages 1 and 2 relateto • General languagedevelopment • Stage 3 relates: • Groupinglearnersaccordingtotheirgoalfocusandcompetencies • Competenciesdefinedbythreesyllabus • FurtherStudy • VocationalEnglish • Community Access

  28. AdvancedCertificate in SpokenandWrittenEnglish • ThesethreestagesleadtoStage 4: AdvancedCertificate in SpokenandWrittenEnglish.

  29. Studentsareplacedaccordingtotheir: • Englishproficiencylevel • Learningpace • Needs • SocialGoalsforlearningEnglish

  30. TheCompetencydescriptions 1)Knowledgeandlearningcompetencies 2)Oral competencies 3)Readingcompetencies 4)Writingcompetencies

  31. Competenciesdescribed in terms of • Elements breaking down competency into smaller components and linguistic features • Performance criteria • Range of variables setting limit for competency peformanc • Sample texts and assessment tasks providing examples of texts and tasks

  32. CONCLUSION • Embraced with enthusiasm • Criticised practically and philosophically • No valid procedures available • Impossibility of applying needed competencies (adult living, survival, functioning proficiently in the community) • Sum of the parts is not equal to the whole (reductionist approach)

  33. Banking Model Thefunction of education is: • Socializinglearnersaccordingtotheir dominant socio-economicgroup • Transmittingtheknowledge • Teacher’sjob is tocreatewaystoteachskills. • Prescriptivist in thatteachingfocuses on behavior and performance rather than on the development of thinking skills

  34. CBLT is gaining strength internationally. As Rylatt and Lohan said: ‘’It can confidently be said, as we enter a new millennium, that the business of improving learning competencies and skills will remain one of the world’s growing industries and priorities’’.

  35. Thankyouforyourattention!..

More Related