CBLT focuses on what language learners can do with language rather than knowledge about language. It emerged in the 1970s in the US and defines educational goals as measurable descriptions of skills, knowledge, and behaviors students should have. CBLT uses a functional approach to language learning, sees language as a tool for interaction and communication, and prepares students for real-world language use through modularized instruction and continuous assessment of competencies. The teacher's role is to select activities and design a competency-based syllabus while the learner's role is to perform skills and transfer knowledge between settings. CBLT is chosen because it outlines competencies for situations, focuses on outcomes, and guides quality assessment.

1. COMPETENCY- BASED
LANGUAGE TEACHING
(CBLT)
by
SURYANI

2. DEFINITION
Focus on what learners are expected to do with
the language.This approach emerged in the United States in
the 1970s and can be described as “defining educational
goals in terms of precise measurable descriptions of the
knowledge, skills, and behaviors students should possess at
the end of a course of study

3. Why we choose CBLT
Teaching Method
 CBLT as the Theory of Language and Learning.
 Competency-Based Language Teaching (CBLT) Syllabus Design.
 Learning Activities suggested by CBLT.
 Eight Key Features of CBLT.
 Role of Teacher In CBLT.
 Role of Learner In CBLT.
 Materials suggested by CBLT.
 Teaching Procedures in CBLT.
 Reasons of using Competency-Based Language Teaching (CBLT

4. Theory of Language and Learning
O Functional and interactional perspective on the nature of
language
O Language is seen as “a medium of interaction and
communication between people”
O Applies to situations in which the learner has to fulfill a
particular role with language skills which can be
predicted or determined for the relevant context
O Shares the behaviorist view of learning that “certain life
encounters call for certain kinds of language”

5. Syllabus Design
O The focus of CBLT syllabus is on how the students can use
the language instead of their knowledge about the language.
O The teacher provides a list of competencies which the course
is going to deal with, and these are “typically required of
students in life role situations
O CBLT is an outcome-based approach also influences the
syllabus, especially the kind of assessment which is used
O The competencies tested “consist of a description of the
essential skills, knowledge, attitudes, and behaviors required
for effective performance of a real-world task or activity”

6. Learning Activities
1. Systematically designed activities
2. Real-world task: Activity linked to the field of work
and to social survival
3. Work Schedule : Job application and Job interview

7. Key Features
 Language functioning in societyb.
 Concrete tasks of Life skills (language forms/skills)
 Performance-centered orientation
 Modularized instruction
 Outcomes;“Outcomes are public knowledge, known and agreed upon by both
learner and teacher”
 Continuous and ongoing assessment.
 Demonstrated mastery of performance
 Individualized, student-centered instruction.

8. Role of Teacher
To provide positive and constructive feedback
To be aware of the learners’ needs
To make everybody feels welcome in class
To give clear orders and explanations
To make sure that every student understands the task
Not to push the students because the instructions are not
time-based
To select learning activities
To design a syllabus according to the competency the
students are going to acquire.

9. Role of Learner
To be active in the classroom
To perform the skills taught
To know the use of the competencies Appropriately &
Purposely
To stay in the actual program until they improve
To be moved into a more proficient group of students.
To be able to adapt and transfer knowledge from one
setting to another.

10. MATERIALS

11. TEACHING PROCEDURE
At the beginning of a course in a competency-based framework the students have to go
through an initial assessment, in which the teacher determines the current proficiency
level of the individual student.
After this the students are grouped on the basis of “their current English proficiency
level, their learning pace, their needs, and their social goals for learning English”
Furthermore, a course based on CBLT is divided into three stages, which the students
have to go through in order to successfully finish the course
At Stages 1 and 2 the learners deal with twelve competencies which are related to
general language. At Stage 3 the students are grouped on the basis of their learning goals
and “competencies are defined according to the three syllabus strands of Further Study,
Vocational English, and Community Access”.

12. REASONS OF USING CBLT
Because CBLT provides lists of competencies for
every specific situation
Because CBLT covers many areas or certain
competencies needed
Because CBLT describe an activity in terms of
a set of different competencies
Because CBLT focuses on the outcomes
Because CBLT can give the continuous feedback.
Because CBLT guides the teacher and student to
the quality of assessment.

13. .
Because CBLT can point out that “the business of improving learning
competencies and skills will remain one of the world’s fastest growing
industries and priorities” in the future
Because In CBLT language learning always connected to the social
context
Because in CBLT Language is seen as a medium of interaction and
communication between people.
Because CBLT can fulfill particular roles with language skills
Because Competency-Based Language Teaching (CBLT) shares the
behaviorist view of learning that “certain life encounters call for certain
kinds of language
Because CBLT is gaining popularity in the whole world