Competency Based Language Teaching

 

Competency Based Language Teaching (CBLT) 

 

·       Developed and popularized by language teaching scholars such as Jack C. Richards and Theodore S. Rodgers in 1970s in America.

·       They explained and formalized the approach in the book: Approaches and Methods in Language Teaching.

·       Richard N. Grognet & Mary Ellen Crandall – Competency-Based Language Instruction: A Guide for Teachers.

·       CBLT is based on a functional and interactional perspective on the nature of language.

·       It seeks to teach language in relation to the social context in which it is used.

·       Language always occurs as a medium of interaction and communication between people for the achievement of specific goals and purposes.

·       CBTL uses as a framework for language teaching in situations where learners have specific needs and are in particular roles and where the language skills they need can be fairly accurately predicted and determined.

·       It also 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.

·       The designers of CBTL competencies can accurately predict the vocabulary and structures likely to be encountered in those particular situations that are central to the life of the learner and can state these in ways that can be used to organise teaching/learning units.

·       Such parts and subparts can be taught (and tested) incrementally.

 

Methodology of CBLT

The methodology focuses on mastery of competencies through practical language use.

1. Needs Analysis

• Identify learners’ language needs and goals (academic, professional, social).

2. Identification of Competencies

• Break language ability into specific competencies such as:
• introducing oneself
• giving directions
• writing emails
• participating in discussions

3. Curriculum Design

• Develop a competency-based syllabus where each unit teaches a particular skill.

4. Instructional Activities

• Use task-based and communicative activities such as:
• role plays
• simulations
• dialogues
• problem-solving tasks

5. Assessment

• Evaluate learners based on performance of competencies rather than written tests alone.

• Teachers evaluate through: presentations, dialogues, practical demonstrations

6. Advantages of CBLT

• Focuses on practical language use.
• Encourages learner autonomy.
• Learning outcomes are clear and measurable.
• Highly relevant for vocational and professional education.

 

7. Limitations

• Requires careful planning and assessment design.
• Sometimes too skill-focused, neglecting deeper language knowledge.
• Implementation can be time-consuming for teachers.

 

 

SUGGESTOPEDIA

 

SUGGESTOPEDIA

     Stimulates the whole person

     Undo blocks

     Goes rapidly forward

     Gives creative solution

     Encourages relaxation

     Strengthens self-image

     Talks to all the senses

     Optimizes learning

     Propagates talent

     Enhances learning

     Dramatises material

     Includes pictures, music and movement

     Addresses the whole person

·       Harnesses the power of positive suggestion.

·       Objective: Help the learners to reach communicative competence.

·       A teaching method based on the idea how the human brain works and how we learn most effectively. It includes a rich sensory learning, a positive expectation of success and the use of a varied range of methods like dramatized texts, music, active participation in songs and games, etc.

·       Georgi Lozanov, a Bulgarian doctor and psychotherapist: “Learning is a matter of attitude, not aptitude”

·       Classroom Set-up: Armchair, Light is comfortable; Everything is bright and colorful; Posters;  Music; The teacher speaks confidently; The teacher leads the class in various activities involving the dialog, for example, question-and-answer, repetition, and translation; The teacher should integrate indirect positive suggestion (there is no limit to what you can do) into the learning situation.

·        Classroom Technique:

ü  Fine Arts is one of the ways the students’ mental reserves are stimulated is through integration of the fine arts-music, drama, or paintings.

ü  The teacher gives the students the impression that learning is easy and enjoyable.

ü  The learners achieve a state of ‘infantilization’ so they will be more open to learning.

ü  Choosing a new identity

ü  This enhances students’ feeling of security and allows them to be more open.

ü  Positive suggestion: Direct suggestion Indirect suggestion

·       Role of the Learners: respect and trust the teacher -consequence students feel more comfortable -secure and they learn better

·       Teacher Roles: Teacher is the source of all information -shows confidence - respect and encourages face-to-face exchange and activity participation

·       Role of Materials: Texts, tapes, classroom fixtures and music. Texts should have force, literary quality and interesting characters.

·       Advantages: 1. Students feel more relaxed. 2. language learning comes more effective than method. 3. they learn 3 or 4 times quicker than conventional method 4. there is an affective atmosphere. 5. activates mental potential and student feel responsible for their own language.

·       Disadvantages: 1. some can find classical music boring and irritating than stimulating. 2. exaggeration of rhythm may be perceived odd and illogical, there may be physical. 3. financial and environmental limitations.

·       Conclusion: Learning is facilitated by environment and music. 2. Teacher is the authority. 3. Psychological barriers are removed. 4. In texts target language and its native language are given.