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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. Competency:. Typically linked to the field of work and social survival in a new environment. Background.

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Competency-Based Language Teaching

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  1. Competency-Based Language Teaching

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

  3. Competency: Typically linked to the field of work and social survival in a new environment.

  4. 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

  5. Differencesbetween CBE andothermethods

  6. 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

  7. EXAMPLE: Retaining a job: • Follow instructions to carry out a simple task. • Respond to supervisor’s comments • Request supervisor to check work • Report task completion to supervisor • Follow directions…

  8. 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

  9. 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

  10. 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.

  11. 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

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

  13. StandardsMovement since 1990s • GlaserandLinnstates:“..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.

  14. StandardsMovement since 1990s They divided the grade levels into clusters: • Pre-K to 3rd grade • 4th to 8th grade • 9th to 12th grade

  15. TheCommonEuropean Framework They divided the levels depending on the level of Competence, and the descriptors are ‘can do’ statements: A1 – C2

  16. Thankyouforyourattention!..

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