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Competency based language teaching

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Ebru Eylem Geçkil Maroney
Ebru Eylem Geçkil Maroney

Competency-based language teaching focuses on explicitly defining learning outcomes and assessing students based on their ability to demonstrate mastery of specific competencies. It was developed in the 1970s for vocational education and breaks language learning down into functional topics and subparts that are systematically taught and assessed. Key aspects include using real-world tasks, modularized instruction, continuous assessment, and an emphasis on students successfully functioning in society. While it aims to make outcomes clear and instruction student-centered, critics argue it reduces language learning and can make learners too passive.

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Competency-Based Language Teaching By Ebru Eylem GEÇKİL
C ompetency the state or quality of being capable an ability or skill possessed by an individual.
Bac k ground Competency Based Instruction 1970s USA Basis for vocational education and industrial training programs .
Principles Systematic Focuses on the outcomes and outputs Spell out exactly what it is that trainees should learn Help sts learn one thing well before going on to the next
Competency Based Language Teaching Application of CBI. Refugees had to be enrolled in a competency – based program .
Approach Functional and interactional perspective Predictable vocabulary and structures Language has parts and subparts which can be taught and tested separately. Communicative competence
Syllabus Syllabus consists of functional topics which have subparts . Not norm referenced- assessment but criterion-referenced assessment . Assessment is done through student demonstration .
Learning Activities Systematically designed activities Real-world task – activity linked to the field of work and to social survival Work Schedules Job application Job interview
Key features Successful functioning in society Life skills Task- or performance centered orientation Modularized instruction Outcomes made explicit a priori
Continuous and ongoing assessment Demonstrated mastery of performance objectives Individualized, student- centered instruction
Role of Teacher Corrects the students immediately Gives positive feedback A ware of the learner needs Adjust s the activities and the syllabus according to learner needs .
Role of Learners Judge the relevancy and usefulness of the activities Should demonstrate the learnt behavior
Materials Sample texts related to the competency
Procedure Initial assessment (placement) Completion of subpart with the asses s ment and moving on to the next unit.
Critic i sm 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
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Competency based language teaching

  • 1. Competency-Based Language Teaching By Ebru Eylem GEÇKİL
  • 2. C ompetency the state or quality of being capable an ability or skill possessed by an individual.
  • 3. Bac k ground Competency Based Instruction 1970s USA Basis for vocational education and industrial training programs .
  • 4. Principles Systematic Focuses on the outcomes and outputs Spell out exactly what it is that trainees should learn Help sts learn one thing well before going on to the next
  • 5. Competency Based Language Teaching Application of CBI. Refugees had to be enrolled in a competency – based program .
  • 6. Approach Functional and interactional perspective Predictable vocabulary and structures Language has parts and subparts which can be taught and tested separately. Communicative competence
  • 7. Syllabus Syllabus consists of functional topics which have subparts . Not norm referenced- assessment but criterion-referenced assessment . Assessment is done through student demonstration .
  • 8. Learning Activities Systematically designed activities Real-world task – activity 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 Outcomes made explicit a priori
  • 10. Continuous and ongoing assessment Demonstrated mastery of performance objectives Individualized, student- centered instruction
  • 11. Role of Teacher Corrects the students immediately Gives positive feedback A ware of the learner needs Adjust s the activities and the syllabus according to learner needs .
  • 12. Role of Learners Judge the relevancy and usefulness of the activities Should demonstrate the learnt behavior
  • 13. Materials Sample texts related to the competency
  • 14. Procedure Initial assessment (placement) Completion of subpart with the asses s ment and moving on to the next unit.
  • 15. Critic i sm 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