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.