Competency-based Language ( CBL )Teaching.
Competency-Based Language Teaching (CBLT)
focuses on what “learners
are expected to do with the language”
(Richards & Rodgers, 2001, p.141). 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” (Richards
& Rodgers, 2001, p.141).
Theory of Language and Learning
The major basis of 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. Therefore, 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). This 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). In connection to this Competency-Based Language
Teaching shares the behaviorist view of learning that “certain life encounters
call for certain kinds of language” (Richards & Rodgers, 2001, p.143).
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). All these aspects
together show that CBLT is in some respects similar to Communicative Language
Teaching (Richards & Rodgers, 2001, p.143).
Learning Activities
The learning activities used in CBLT can be described as
systematically designed activities to achieve a certain competence. These
activities are real-world 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). Typical areas, for which such competency-based activities have been
developed, are for example Job Application, Job Interview, or Work Schedules
(Mrowicki, 1986). 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).
Role of Teacher
The role of the teacher in a competency-based framework is
not defined by specific terms. The teacher has to provide positive and
constructive feedback in order to help the students to improve their skills.
She/he needs to be aware of the learners’ needs so that everybody feels welcome
in class (Richards & Rodgers, 2001, p.146). The different competencies
dealt with in class require specific instructions for the various learning
activities. Thus the teacher has to give clear orders and explanations to make
sure that every student understands the task they are going to deal with. But
the teacher does not push the students because the instructions are not
time-based; instead the student’s progress is most important (Richards &
Rodgers, 2001, p.146). Another task of the teacher in CBLT is to select
learning activities and to design a syllabus according to the competency the
students are going to acquire.
Role of Learner
The role of the learner in a competency-based framework is
to decide whether the competencies are useful and relevant for him/her
(Richards & Rodgers, 2001, p.146). This shows that the learner has an
active role in the classroom which is underlined by the fact that the students
are expected to perform the skills learned (Richards & Rodgers, 2001,
p.146). The competencies the students will learn are clearly defined and
present in the public so that “the learner knows exactly what needs to be
learned” and for which purpose he/she has to use the competencies (Richards
& Rodgers, 2001, p.147). In this regard it is vital that every competency
is mastered one at a time because this makes sure that the learners know what
they have already learned and what the next steps will look like (Richards
& Rodgers, 2001, p.147). Moreover, the students have to stay in the actual
program until they improve. After they mastered their skills, they move into a
more proficient group of students. The main goal of the learner in
Competency-Based Language Teaching is to be able to adapt and transfer
knowledge from one setting to another.
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