Competency Based Language Teaching

Competency Based Language TeachingbyI Gede Putu Adhitya PrayogaI Putu Sujana(1)The Nature of the MethodCOMPETENCYA description of the essential skills, knowledge, attitudes, and behaviors required for effective performance of a real-world task or activity (Mrowicki ;1986)Any attribute of an individual that contributes to the successful performance of a task, job, function, or activity in an academic setting and/or a work setting (Richards and Rodgers ;2001) COMPETENCY-BASED APPROACH (CBA)In the United States (1970s )COMPETENCY-BASED LANGUAGE TEACHING (CBLT)It focuses on outcomes of learning.It emphasizes what the learners are expected to do rather than what they are expected to learn about.The language used is seen as a medium of interaction and communication between people who want to achieve specific goals and purposesRichards and Rodgers ;2001Key FeaturesAuerbach (1986) Language functioning in society.Concrete tasks of Life skills (language forms/skills)Performance-centered orientationModularized instruction (into manageable parts)Outcomes; Outcomes are public knowledge, known and agreed upon by both learner and teacherContinuous and ongoing assessment.Demonstrated mastery ofperformanceIndividualized, student-centered instruction.

The Syllabus of CBLT It is designed not around the notion of subject knowledge but around the notion of competency (Richards & Rodgers, 2001,). The teacher provides a list of competencies which the course is going to deal with, and these are typically required of students in life role situations (Schenck ;1978)CBLT is an outcome-based approach also influences the syllabus, especially the kind of assessment which is usedCBLT is an outcome-based approach also influences the syllabus, especially the kind of assessment which is usedCBLT differ from Traditional Approach

(Richards & Rodgers, 2001, p.144). Role of the TeacherThe teacher becomes a facilitator rather than information-giver. Teacher provides the materials, the activities, and the practice opportunities to their students (Paul, 2008).Teacher plans the teaching and learning activities. Teacher designs specific rubrics for assessing each competency.

Role of the studentsStudents will no longer be able to rely only on the teacher and the classroom to be the primary sources of information.Students take an active part in their own learning and work toward being autonomous learners. (Jones et al., 1994). They learn to think critically and to adapt and transfer knowledge across a variety of settings. (Richards & Rogers, 2001; Sturgis, 2012). Students must be willing to challenge, to question, and to initiate in the CBLT classroom (Marcellino, 2005).

(3) The Techniques How to Teach (Richards & Rodgers, 2001)

Learning ActivitiesSystematically designed activities Real-world task: activity linked to the field ofwork and to social survivalWork Schedule : Job application and Job interview

MATERIALSAt the beginning of a course the students have to go through an initial assessment.

Then the students are grouped on the basis of their current English proficiency level, their learning pace, their needs, and their social goals for learning English .

Furthermore, a course based on CBLT is divided into three stages, which the students have to go through in order to successfully finish the course.

At Stages 1 and 2 the learners deal with competencies which are related to general language development.

At Stage 3 the students are grouped on the basis of their learning goals and competencies are defined according syllabus.

The Strength and weaknesses of CBLT

The StrengthSince competency-based approaches to teaching and assessment offer teachers an opportunity to revitalize their education and training program, quality of assessment can be improved.Students become active learners.Students are able to use the language in the real context.

The positive consequence of implementing CBLT is that it serves as an agent of change and it improves teaching and learning (Docking, 1994). Weaknesses