CBLT- COMPETENCY BASED LANGUAGE TEACHING

competency

based language teaching

• Brayan Ismael Ramirez Marquez
• Karol Itzel De Lira Anzua

SECCIÓN

History CBE

01

• It arose in the United States in the 1970s.

• In order to define educational objects in terms of precise and measurable descriptions of knowledge, skills, and behaviors that students should possess by the end of the curse.

CBLT- Competency based language teaching

• It is an example of an approach know as Competency Based Education (CBE) an educational model that focuses on learning out comes or products in the development of language programs.

• CBE- Covers what you expect students to do with the language, regardless of how it was learned.

Key features

by auerbach

1. A focus on successful functioning in society.
2. A focus on life skills.
3. Task or performance-centred orientation.
4. Modularized instruction.
5. Outcomes that are made explicit a priori.
6. Continuous and ongoing assessment.
7. Demostrate mastery of preformance objectives.
8. Individualized, student-centred instruction.

Theory of language

• CBLT is a 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 used. The following understanding of the nature of language are assumed in CBLT.

• Language is a means of achieve personal and social needs.
• Language links forms and functions.
• Language can be broken down into its component parts.

Characteristics of CBEDESCRIBED BY SCHENCK 1978

• Competency-based education has much in common with learning approaches such as performance-based instruction, mastery learning, and individualized instruction.

• It is results-based and adapts to the changing needs of students, teachers and community.

• We need to interact with each oyher. We learn collaboratively.

TEXTO

Theory of learning

• Language learning is skills-based. CBLT reflects a skill-based view of learning. Skills are integrated sets of behaviors are made up of a hierarchy of skills.

• Successful language performance depends upon practice. Practice refers to repeated opportunities to use language over time.

Desing

ObjetivesSince CBLT courses are developed as a response to preceived learners, specific needs, needs analysis, the process of determining learners needs is the starting point in developing the objectives for a CBLT-based courses. The syllabus The syllabus for CBLT language course consist of a description of learning outcomes in terms of "competencies", Docking said that the traditional approach to developing a syllabus involves using one´s understanding of subject matter as the basis for syllabus planning.

versus

Teacher roles

Learner roles

to monitor their learning in reference to the target competencies

needs analyst

materials developer and materials resource assembler

to develop a range of learning strategies

vs

to be able to transfer knowledge and skills to new situations

assessor

La interactividad y la animaciónson tus aliados.

coach

La interactividad y la animación son tus aliados.

Types of learning and teaching activities

CBLT is an approach to designing courses but does not imply any particular methodology of teaching. The teacher is free to choose any set of activities or to make use of any methods.

• Instructionals activities integrate the four language skills (listening, speaking, reading and writing).
• Language tasks in the classroom consist of meaningful interchange that enhance students, communicative competences.
• Skills necessary for students to function in real-life situations.

IMAGEN

standars

the common european framework of reference

A1 and A2

VÍDEO

B1 and B2

C1 and C2

Thank you!