Competency-Based Teaching PDF

Competency-based Teaching (**1980**) - The initial idea came from **N. Chomsky** who declared in 1965, the "...fundamental difference between the competence or knowledge of language and the application or actual use of language" - Van Ek said that language-learning objectives are defi...

Competency-based Teaching (**1980**) - The initial idea came from **N. Chomsky** who declared in 1965, the "...fundamental difference between the competence or knowledge of language and the application or actual use of language" - Van Ek said that language-learning objectives are defined in terms of behaviour - The aim is to get the learner to do something he/she couldn't do at the beginning of the learning process The background - Communicative approach -\> focuses less on what learners know about the language than what they can do with it - It follows a curriculum of competencies -- it's more functional than one that is based on grammar - CBL starts with analysis of the specific behaviours/skills that are needed to do a job, to pursue a field of study... - Competencies are often expressed in the form of can do statements - Ex.: B1 Students can write simple connected text on topics which are familiar or of personal interest. Students can write personal letters describing experiences and impressions. 7 elements of CBL - Every day, students get to make important choices about their learning, like how they'll gain knowledge, use it, and show what they've learned. - Assessments are designed to be helpful and positive experiences that give students useful feedback they can act on right away. - Students get timely, personalized support that matches their individual needs. - Students move forward when they show they've mastered a skill, not just because they've spent a certain amount of time in class. - Students learn actively, choosing different ways and speeds to match their learning style. - Schools and education systems are built to make sure every student gets fair opportunities to succeed, no matter their background. - Clear, shared expectations for learning are easy to understand, measurable, and can be applied in different situations. Why is it important? - It empowers students to have a choice in what and how they learn. It prepares them to be lifelong learners. - CBL makes sure every student is understood, supported, and encouraged to reach their full potential. It focuses on removing barriers and recognizing each student's unique strengths. Instead of moving forward based on time spent in class, students advance when they've mastered a skill, giving everyone a fair chance to succeed. - It helps students use what they've learned in one situation and apply it to another. It also teaches important life skills like empathy, self-control, and having a sense of purpose -- skills needed for success in school and life. CBL is about preparing students to use their knowledge and skills in the real world. CBLT in relation to CEFR - Both focus on what students can do with language - CEFR organizes skills into levels, similarly, CBLT emphasizes practical skills and mastery of tasks rather than just knowledge - Both use clear criteria to assess progress and adapt to different learning needs, making CEFR a useful guide for CBLT programs Does it work? - Critics argue: its narrowly-specified, producing learners with a narrow range of competencies and a few transferrable skills Sources: Thornbury S. 2017. 30 language learning methods. Page 68-71.Cambridge University Press. Richards, J. C., & Rodgers, T. S. 2014. Competency-Based Language Teaching, standards, and the Common European Framework of Reference. In Approaches and Methods in Language Teaching (pp. 150--173). Cambridge University Press.: [[https://doi.org/10.1017/9781009024532.011]](https://doi.org/10.1017/9781009024532.011) SlideShare.net. n.d. Competency-Based Language Learning for EFL.: [[https://www.slideshare.net]](https://www.slideshare.net) Figueras, N. 2012. The impact of CEFR. In Language Teaching Policies and Practices: [[https://www.cambridge.org]](https://www.cambridge.org)