Scribd Logo
Upload

Welcome to Scribd!

  • 321 views

    Why We Choose CBLT As Teaching Method

    Uploaded by

    SirLich
    The document discusses the Competency-Based Language Teaching (CBLT) method. CBLT focuses on developing learners' language skills for real-world tasks. It involves systematically designing activities around competencies required for various social and work situations. CBLT assesses learners based on criteria for performing tasks rather than norms, and teaches in modular stages with continuous feedback. The roles of both teachers and learners emphasize active performance of skills. Materials include samples and assessments of reading and writing competencies.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    Why We Choose CBLT As Teaching Method

    Uploaded by

    SirLich
    321 views6 pages
    The document discusses the Competency-Based Language Teaching (CBLT) method. CBLT focuses on developing learners' language skills for real-world tasks. It involves systematically designing activities around competencies required for various social and work situations. CBLT assesses learners based on criteria for performing tasks rather than norms, and teaches in modular stages with continuous feedback. The roles of both teachers and learners emphasize active performance of skills. Materials include samples and assessments of reading and writing competencies.

    Original Description:

    CBLT Teaching

    Original Title

    Why We Choose CBLT as Teaching Method

    Copyright

    © © All Rights Reserved

    Available Formats

    DOCX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    The document discusses the Competency-Based Language Teaching (CBLT) method. CBLT focuses on developing learners' language skills for real-world tasks. It involves systematically designing activities around competencies required for various social and work situations. CBLT assesses learners based on criteria for performing tasks rather than norms, and teaches in modular stages with continuous feedback. The roles of both teachers and learners emphasize active performance of skills. Materials include samples and assessments of reading and writing competencies.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    321 views6 pages

    Why We Choose CBLT As Teaching Method

    Uploaded by

    SirLich
    The document discusses the Competency-Based Language Teaching (CBLT) method. CBLT focuses on developing learners' language skills for real-world tasks. It involves systematically designing activities around competencies required for various social and work situations. CBLT assesses learners based on criteria for performing tasks rather than norms, and teaches in modular stages with continuous feedback. The roles of both teachers and learners emphasize active performance of skills. Materials include samples and assessments of reading and writing competencies.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 6
    At a glance
    Powered by AI
    The key takeaways are that CBLT focuses on competencies and outcomes rather than subject knowledge, uses criterion-based assessment, and aims to prepare students for real-world tasks through various learning activities.

    The main components of CBLT according to the passage are the theory of language and learning, syllabus design, learning activities, key features, roles of the teacher and learner, materials, and teaching procedures.

    Some examples of learning activities suggested by CBLT are job application, job interview, and work schedules, which aim to prepare students for survival-oriented and work-related situations.

    Why we choose CBLT Teaching Method

    The reasons why our group is choosing CBLT as the guidance/method of our
    teaching will be discussed below, and we will divide our explanation of our
    reasons systematically as follow:
    1.
    2.
    3.
    4.
    5.
    6.
    7.
    8.
    9.

    CBLT as the Theory of Language and Learning


    Competency-Based Language Teaching (CBLT) Syllabus Design
    Learning Activities suggested by CBLT
    Eight Key Features of CBLT
    Role of Teacher In CBLT
    Role of Learner In CBLT
    Materials suggested by CBLT
    Teaching Procedures in CBLT
    Reasons of using Competency-Based Language Teaching (CBLT)

    Now, Please allow us begin from the first part of our explanations of using
    CBLT the method of our Language Teaching.
    1. CBLT as the Theory of Language and Learning
    a. Competency-Based Language Teaching (CBLT) is the functional and
    interactional perspective on the nature of language (Richards &
    Rodgers, 2001, p. 143) which means that language learning always
    needs to be connected to the social context it is used in.
    b. In Competency-Based Language Teaching (CBLT) Language is seen
    as a medium of interaction and communication between people
    who want to achieve specific goals and purposes (Richards &
    Rodgers, 2001, p.143).
    c. Competency-Based Language Teaching (CBLT) especially applies to
    situations in which the learner has to fulfill a particular role with
    language skills which can be predicted or determined for the
    relevant context (Richards & Rodgers, 2001, p.143).
    d. Competency-Based Language Teaching (CBLT)

    shares

    the

    behaviorist view of learning that certain life encounters call for


    certain kinds of language (Richards & Rodgers, 2001, p.143).
    e. In Competency-Based Language Teaching (CBLT) also is also
    considering another key aspect of both language and learning
    theory is the so called mosaic approach to language learning

    (Richards & Rodgers, 2001, p.143), which assumes that language


    can be divided into appropriate parts and subparts. Communicative
    competence is then constructed from these subparts put together in
    the correct order (Richards & Rodgers, 2001, p.143).
    f. CBLT is in some respects similar to Communicative Language
    Teaching (Richards & Rodgers, 2001, p.143).
    2. Competency-Based Language Teaching (CBLT) Syllabus Design
    a. Competency-based Language Teaching is designed not around the
    notion of subject knowledge but around the notion of competency
    (Richards & Rodgers, 2001, p.144). The focus of CBLT syllabus is on
    how the students can use the language instead of their knowledge
    about the language.
    b. Schenck (1978) points out that 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.
    c. CBLT is an outcome-based approach also influences the syllabus,
    especially the kind of assessment which is used. In contrast to
    norm-referenced assessment (Docking, 1994, p.16), which is used
    in many other teaching approaches and methods, criterion-based
    assessment (Docking, 1994, p.16) is essential for CBLT.
    d. The competencies tested consist of a description of the essential
    skills, knowledge, attitudes, and behaviors required for effective
    performance of a real-world task or activity (Richards & Rodgers,
    2001, p.144). These performance-criteria form the basis for the
    assessment.
    Therefore, the syllabus design should be consisted as follow:
    a. Designed not around the notion of subject knowledge but around
    the notion of focuses on what students can do with language not
    what they know about language.
    b. 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)
    c. Competency consists of knowledge attitudes, behaviors, for reals
    tasks and activities competency
    d. Syllabus consists of functional topics which have subparts.
    e. Not

    norm

    referenced-

    assessment

    but

    criterion-referenced

    assessment
    f. Assessment is done through student demonstration.
    3. Learning Activities suggested by CBLT
    a. Competency-Based Language Teaching (CBLT) activities are realworld tasks which may be related to any domain of life (Richards
    & Rodgers, 2001, p.144) but especially to survival-oriented and
    work-related situations in a new environment (Richards & Rodgers,
    2001, p.144)
    b. Typical areas, for which such competency-based activities have
    been developed, are for example Job Application, Job Interview, or
    Work Schedules (Mrowicki, 1986).
    c. All these areas can be described as a collection of units of
    competencies which consist of specific knowledge, thinking
    processes, attitudes, and perceptual and physical skills (Docking,
    1994, p.11).
    In short we can say that learning activities suggested by CompetencyBased Language Teaching (CBLT) are:
    a) Systematically designed activities
    b) Real-world task activity linked to the field of work and to social
    survival

    c) Work Schedule examples


    Job application
    Job interview
    4. Eight Key Features of Competency-Based Language Teaching
    (CBLT)

    According to Auerbach (1986) there are eight key features which are essential
    for Competency-Based Language Teaching:

    a.
    b.
    c.
    d.
    e.

    Language functioning in society


    Concrete tasks of Life skills (language forms/skills)
    Performance-centered orientation.
    Modularized instruction
    Outcomes; Outcomes are public knowledge, known and agreed

    upon by both learner and teacher


    f. Continuous and ongoing assessment
    g. Demonstrated mastery of performance
    h. Individualized, student-centered instruction. (Richards & Rodgers,
    2001, p.146).
    5. Role of Teacher In Competency-Based Language Teaching
    (CBLT)
    a. To provide positive and constructive feedback
    b. To be aware of the learners needs
    c. To make everybody feels welcome in class
    d. To give clear orders and explanations
    e. To make sure that every student understands the task
    f. Not to push the students because the instructions are not timebased
    g. To select learning activities
    h. To design a syllabus according to the competency the students are
    going to acquire. (Richards & Rodgers, 2001, p.146).
    6. Role of Learner In Competency-Based Language Teaching
    (CBLT)
    a. To be active in the classroom
    b. To perform the skills taught (Richards & Rodgers, 2001, p.146).
    c. To know the use of the competencies Appropriately & Purposely
    d. To stay in the actual program until they improve.
    e. To be moved into a more proficient group of students.
    f. To be able to adapt and transfer knowledge from one setting to
    another. (Richards & Rodgers, 2001, p.147).

    7. Materials suggested by Competency-Based Language Teaching


    (CBLT)
    a. Sample texts
    b. Assessment tasks
    c. Reading competencies
    d. Writing competencies (Richards & Rodgers, 2001, p.147).
    8. Teaching Procedures in Competency-Based Language Teaching
    (CBLT)
    a. At the beginning of a course the students have to go through an
    initial assessment.
    b. 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 (Richards & Rodgers, 2001, p.147).
    c. 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 (Richards & Rodgers, 2001, p.147).
    At Stages 1 and 2 the learners deal with twelve competencies
    which are related to general language development (Richards
    & Rodgers, 2001, p.147).
    At Stage 3 the students are grouped on the basis of their
    learning goals and competencies are defined according to
    the three syllabus strands of Further Study, Vocational
    English, and Community Access (Richards & Rodgers, 2001,
    p.147).
    9. Reasons of Using Competency-Based Language Teaching (CBLT)
    Why our group is choosing CBLT to guide us to teach the students as
    follow:
    a. Because CBLT provides lists of competencies for every specific
    situation
    b. Because CBLT covers many areas or certain competencies needed
    c. Because CBLT describe an activity in terms of a set of different
    competencies
    d. Because CBLT focuses on the outcomes
    e. Because CBLT can give the continuous feedback.
    f. Because CBLT guides the teacher and student to the quality of
    assessment.

    g. Because CBLT can point out that the business of improving learning
    competencies and skills will remain one of the worlds fastest
    growing industries and priorities in the future.
    h. Because In CBLT language learning always connected to the social
    context.
    i. Because in CBLT Language is seen as a medium of interaction and
    communication between people.
    j. Because CBLT can fulfill particular roles with language skills
    k. Because Competency-Based Language Teaching (CBLT) shares the
    behaviorist view of learning that certain life encounters call for
    certain kinds of language
    l. Because CBLT is gaining popularity in the whole world.

    References
    1. Auerbach, E. R. (1986). Competency-based ESL: One step
    forward or two steps back? TESOL Quarterly 20(3): 411 415.
    2. Docking, R. (1994). Competency-based curricula the big
    picture. Prospect 9(2): 11 15.
    3. Grognet, A. G., & Crandall, J. (1982). Competency-bases curricula
    in adult ESL. ERIC/CLL New Bulletin 6: 3.
    4. Hornby, A. S. (2000). Oxford Advanced Learners Dictionary of
    Current English (Sixth Edition). Oxford: OUP.
    5. Mrowicki, L. (1986). Project Work English Competency-Based
    Curriculum. Portland, Oreg.: Northwest Educational Cooperative.
    6. Richards, J. C., & Rodgers, T. S. (2001). Approaches and Methods
    in Language Teaching (Second Edition). Cambridge: CUP.
    7. Rylatt, A., &Lohan, K. (1997). Creating Training Miracles. Sydney:
    Prentice Hall.

    You might also like