The document discusses competence, process, and assessment standards for English language teaching in Indonesia with a focus on developing literacy. It outlines the ultimate goal of English education as enabling students to communicate ideas accurately, fluently, and appropriately in spoken and written English. Standards are provided for listening, speaking, reading and writing competencies at different education levels. The document emphasizes organizing instruction around the negotiation of meaning and using techniques that promote language use and communication over direct grammar instruction. Assessment should evaluate students' ability to create and understand spoken and written texts in various genres.

1. COMPETENCE, PROCESS, AND ASSESSMENT STANDARDS: Towards autonomy in ELT [email_address]

3. Competence Standards

9. Competence Discourse Competence Linguistic Comp . . Actional Comp . Socio – Cultural Comp . Strategic Competence

13. TEXT CULTURE Genre (Purpose) Situation Who is involved? (Tenor) Subject matter Channel (Field) (Mode) Register

14. SPOKEN AND WRITTEN LANGUAGE CONTINUUM Most Spoken Most Written Spoken Language Written Language Language accompanying action Language as reflection

15. Ideational Interpersonal Textual Discourse Semantic Level Lexicogrammatical Level Phonology/ Graphology Level CULTURAL LEVEL

23. Process Standards

31. Active engagement: focus on using language, reflecting on language use, and revising Active participation (focus on using language in face-to-face interaction) Difference to authority: focus on absorption and analysis of material presented Predominant learner roles Responding (to language as used), focusing attention for reflection and revision Responding (to communicative intent) Correcting (enforcing a prescriptive norm) Primary mode of teacher response Organizing critical framing as well as situated practice, overt instruction, and transformed practice Organizing situated practice, overt instruction, and transformed practice Organizing overt instruction and transformed practice Primary instructional role of teacher ‘ discourse analysts’ and intercultural explorers’ ‘ native speakers’ ‘ philologists’ or ‘linguists’ Role models for teachers and learners Literacy emphasis Communicative emphasis Structural emphasis

33. Literacy Principles Collaboration Interpretation Convention Cultural Knowledge Problem Solving Reflection Language USE

35. Learning Experiences

49. Negotiation is * The Communication Engine * The key to discourse competence

50. Zone of Proximal Development Independent Learning zone Interactive discourse Teacher intervention Peer-peer interaction

51. Assessment Standards

68. Thank you!