Competency-Based Language Teaching (CBLT) focuses on
what “learners are expected to do with the language”.
This approach emerged in the United States in
the 1970s and can be described as “defining educational goals in terms of
precise measurable descriptions of the knowledge, skills, and behaviors
students should possess at the end of a course of study”. This movement
presents a pattern that is focused on the outputs to learning. It defines the
goals and objectives to be reached in such a way, that students´ knowledge,
skills and behaviors, can be easily measured.
According to Richards
& Rodgers “Competency-Based Language Teaching (CBLT) is an application of
the principles of Competency-Based Education to language teaching”. In
Competency-Based Education (CBE) the focus is on the “outcomes or outputs of
learning”. By the end of the 1970s Competency-Based Language Teaching was
mostly used in “work-related and survival-oriented language teaching programs
for adults” . Since the 1990s, CBLT has been seen as “the state-of-the-art
approach to adult ESL”, so that any refugee in the United States who wished to
receive federal assistance had to attend a competency-based program in which
they learned a set of language skills “that are necessary for individuals to
function proficiently in the society in which they live.
v
The Approaches in CBLT
There are several
principals in CBLT:
1. Language is a
vehicle for the expression of functional meaning (functional view)
2. Language is a
vehicle for the realization of interpersonal relation and for the performance
of social transactions between individuals. Language is a tool for the creation
and maintenance of social relations. (interactional view)
3. CBLT is built
around the notion of communicative competence and seeks to develop functional
communication skills in learners.
4. CBLT shares with behaviorist views of learning, the notion that language form can be inferred from language function; that is, certain life encounters call for certain kinds of language.
4. CBLT shares with behaviorist views of learning, the notion that language form can be inferred from language function; that is, certain life encounters call for certain kinds of language.
v
The Implementation of
CBLT
1. A focus on
successful functioning in society
2. A focus on life
skills
3. Task -or
performance- centered orientation
4. Modularized
instructions
5. Outcomes that are
made explicit a priory
6. Continuous and
ongoing assessment
7. Demonstrated
mastery of performance objectives
8. Individualized,
student-centered instruction
v
The Competencies Involved in CBLT
CBLT is built around the notion of communicative competence:
1. Grammatical competence
It refers to linguistic competence and the domain
of grammatical and lexical capacity.
2. Sociolinguistic competence
It refers to an understanding of the social context
in which communication takes place, including role relationship, the shared
information of the participants, and the communicative purpose for their
interaction.
3. Discourse competence
It refers to the interpretation of individual
message elements in terms of their interconnectedness and of how meaning is
represented in relationship to the entire discourse or text.
4. Strategic competence
It refers to the coping strategies that the
communicators employ to initiate, terminate, maintain, repair, and redirect communication.
Tidak ada komentar:
Posting Komentar