Competency-Based Language Teaching

Competency-based instruction is an approach to language teaching that has its focus on teaching the skills and behaviors needed to perform competencies. Competency-based education has its basis on a set of outcomes derived from an analysis of tasks learners are required to conduct in real life situations. It is one of a number of approaches to instruction in which the curriculum is couched in terms of sets of learner performance. This paper aims at having a closer look at different aspects of competency-based instruction, its application in classroom teaching, teacher education and syllabus design. Pro and con views, advantages, and criticisms have been mentioned. English language classroom teachers, teacher trainers, and syllabus designers may benefit from the discussions of this study.

Studies in Linguistics and Language Teaching

"For the past few decades the field of second language acquisition pedagogy has seen the increasing popularity of a communicative approach within the classroom. This has led to many educational institutions becoming desirous of shifting to a competency based assessment system in order to better compliment their curriculum. While advances have been made, the inherent difficulty in defining and capturing the tangible, essential constitutes of communication for the purposes of evaluation has proved incredibly difficult. This paper reports on the results of a series of trials that aimed at establishing an exit competency system of assessment at a foreign language university in Japan. Explicated will be the various challenges faced and the results encountered so as to inform other language institutions interested in implementing a similar system, as well as adding to the general discussion and debate on the issue. "

Journal, 2021

The complexity of problems encountered in today's world has forced educational institutions to re-envision their mission in order to successfully prepare a competent and skilled alumna who is able to face the future challenges on a global scale. To achieve this goal, a strategic policy and management, which involves different stakeholders and other parties, are needed. To prepare a competent human resource that is able to face each of the challenges and changes, a curriculum is required that meets the established standards as well as the job market demands. In this regard, this paper addresses the implementation of competency-based curriculum (CBC) in Indonesia. The introduction explains the overview of CBC, its aim and implementation, the relationship between English curriculum and environment, and English language syllabus. The second part discusses the main principles of the curriculum, the theoretical approach that relates to language description and some theories of second language learning that underpin the curriculum. Additionally, other factors that relates to curriculum such as the context and the assessment system including language curriculum innovation are also explored. The third part is the conclusion and identification which reports some of the unsolved issues that relates to the implementation of the curriculum.

While competency-based education has become widely accepted as the state-of-the-art approach to adult ESL, there has been little published discussion of its theoretical assumptions or social implications. This article examines eight key descriptors of competency-based education in light of critiques from the fields of curriculum theory, adult basic education, and second language acquisition theory. The results of an informal survey of teacher attitudes toward competency-based adult education in ESL are incorporated. The article situates the competency-based approach in its historical context as part of a tradition of socializing immigrants for specific roles in the existing socioeconomic order. It suggests that the systems demands of this approach (for accountability and "social utility") may impose constraints that get in the way of such pedagogical considerations as student-centered learning. The article concludes by stressing the need for further debate and analysis, rather than uncritical acceptance, of competency-based systems. As national attention has been focused on the "literacy crisis" in the last decade, there have been increased demands for teacher accountability, for measurable assessment of student progress, and for skills-based curricula which prepare students for specified life tasks. In response to these demands, competency-based systems have been widely implemented in teacher education and in elementary, high school, and adult education programs. Increasingly, competency-based education (CBE) has come to be accepted as the state-of-the-art approach to adult ESL by national policymakers and leaders in curriculum development as well. The

ALTRALANG Journal

Since the introduction of competency-based teaching into the Algerian English language syllabuses in 2005, teachers have been supplied with a big deal of theory about this instructional model, without practical applications for day-to-day classroom instruction. This study focuses on practical issues of the competency system through a concrete illustration of the teaching of the four language skills (listening, reading, speaking, and writing). Essentially, the teaching of these basics is embedded in life skills, and their practice is carried out through the prior teaching of the competency pre-requisites of knowledge, skills, and attitudes. Next, an authentic global task is presented to learners to harmoniously reinvest their newly acquired knowledge, skills and attitudes to solve a problem.

TEFLIN Journal, 2004

Competency-based curriculum has been widely implemented by many higher institutions in Indonesia. It is expected that the competency based curriculum, which puts more emphasis on the needs of job market, prepare students for specified tasks. Competency in a general sense can be seen from the task performance. English language competency is one of the basic competencies which should be acquired by a university graduate in order to enter international market and survive the global competition. The institution luch offers English language as part of their curriculum must answer the demand for an English language competent graduate b preparing the best way to teach the language. This article examines the steps to develop a competency-based English language leaching where student's attitude and achievement comprise the important segments of evaluation. It focuses on the challenges, which will probably be faced by the teachers in implementing this competency-based teaching at the univ...

Mewald, C. (2014) Competency based foreign language education. In: BIFIE (Hrsg.) Bildungsstandards Englisch 8. Unterrichtsvideos und Begleitmaterialien. BIFIE: Salzburg

International Journal For Multidisciplinary Research

Language proficiency is a communicative competence that lets learners express their ideas succinctly. And in order to achieve communicative competence, English language learners require a good admixture of accuracy and fluency to attain a certain level of proficiency according to Common European Framework of Reference (CEFR). This research paper emphasises that developing English language skills can become more effective by implementing Competency-based Language Teaching (CBLT). Furthermore, this paper highlights how CBLT allows teachers to help learners develop English language skills by clubbing them with language components and other essential skills, boosting learners' communicative competence. In addition, learners also set clear objectives and align their needs with the predefined competencies to achieve the desired learning outcome. Fusing language components like grammar, vocabulary, and pronunciation with English language skills help learners enhance their language prof...

Toe Toe | Tin Tin Ohn, 2019

Unlike a traditional way, competency based language learning and teaching become influential in the education sector. This paper focuses on introduction to competency based language teaching to undergraduate students in universities. To reflect the subject matter, the definition of competency and characteristics of competency are presented. It is followed by course goals and learning objectives and instructional outcomes which are the foundation of Blended course design. Also, the teacher roles in competency based education and instructional strategies for undergraduate students to achieve the learning objectives are also discussed. methods of assessing student learning are also presented to gain evidence that the students are able to meet their learning goals. Toe Toe | Tin Tin Ohn ""An Introduction to Competency-Based Language Teaching to Undergraduate Students in Universities"" Published in International Journal of Trend in Scientific Research and Development ...