Competency based language teaching (revisi)
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Competency-based language teaching (CBLT) is an approach to language instruction that focuses on developing students' practical skills and abilities. CBLT originated in the United States in the 1970s as an application of competency-based education. It is based on theories of functional and interactional language perspectives, and emphasizes the development of communicative competence through systematic, modularized instruction centered around real-world tasks. Students' progress is assessed through ongoing demonstrations of their mastery of specified competencies and subcompetencies.
Competency based language teaching (revisi)
- 1. COMPETENCY BASED LANGUAGE TEACHING WRTTEN BY NAME : SURYANI NIM : 141100855 SUBJECT : METHOD OF TEACHING
- 2. DIFFERENCES Approach Method Technique Approach Assumption Method Plan Technique Trick
- 3. COMPETENCY Nature talent and practical skill State or quality Ability Potency
- 4. BACKGROUND of CBLT: America (USA) 1970’s Application of CBE
- 5. THEORIES of CBLT: o Functional and interactional perspective. oRelation to the social context. oBehaviorist views of learning. oMosaic approach to language learning. oCommunicative competence.
- 6. PRINCIPLES Systematically Focus on the outcomes or output Spell out exactly Help student learn one thing well
- 7. SYLLABUS Consists of functional topics which have subparts On norm reverenced- assessment but criterion reverenced-assessment Assessment is done through student demonstration
- 8. LEARNING ACTIVITIES Systematically design activities Real-work task-activities linked to the field of work and to social survival Work schedules Job application Job interview
- 9. KEY FEATURES Successful functioning in society Life skills Task- or performance-centered orientation Modularized instruction
- 10. (Continues of key features) Continues and ongoing assessment Outcome that are made explicit a priori Demonstrated mastery of performance objectives Individualized, student-centered instruction
- 11. TEACHER’S RULES Correct the student immediately Give positive feedback Aware of learners needs Adjust the syllabus and the activities according to learners needs
- 12. STUDENT’S RULES Judge the relevancy and usefulness the activities Should demonstrated the learnt behavior
- 13. MATERIALS Sample texts related to competency
- 14. PROCEDURES Initial assessment (placement) Completion of subpart with the assessment and moving on to the next unit
- 15. CRITICISM No valid procedures to develop competency lists Many areas are impossible to operationalize Dividing activities into subparts is a reductionist approach Makes refugees to be passive citizens