Competency-Based Language Teaching (CBLT):

Concept:
"Competency is an integration of knowledge, skills, and abilities that lead to demonstrable and
measurable behaviors as a manifestation of this competency" (NPEC Report, Jones, and Voorhees,
2002).
The Competency-Based Approach, as stated by Richards and Rodgers (2001), refers to an
educational movement that advocates defining educational goals in terms of precise measurable
descriptions of the knowledge, skills, behaviors students should possess at the end of a course of
study.
➔ In basic terms, competency-based education means that, instead of focusing on grades and
yearly curriculum schedules, the main focus is placed on how competent each student is in the
subject. This means that students can only move forward when they can demonstrate mastery.

Theory of Language:
The theory of language in CBLT revolves around a functional and interactional perspective. It
views language as a medium for communication and interaction within specific social contexts.
Language learning is intimately connected to its social context, where learners use language to
achieve specific goals and purposes within interactions. Language is seen as a tool for
communication among people, emphasizing its role in achieving desired outcomes within different
social contexts. Learners are expected to fulfill specific roles that require particular language skills,
indicating that different life situations call for distinct language competencies. Language can be
broken down into manageable parts and subparts. By learning and assembling these components,
learners construct communicative competence for effective interaction.

Theory of Learning:
The theory of learning in CBLT aligns with a behaviorist view, emphasizing the acquisition of
language skills based on specific life encounters.
Learning is driven by the idea that certain life situations demand specific language skills, indicating
a need for learners to acquire relevant competencies. Competency-Based Learning focuses on
developing competencies that are applicable and necessary for the contexts in which learners will
use the language. Language learning involves systematic acquisition of language components,
ensuring learners can effectively communicate in various contexts.

Role of Teacher:
In the competency-based framework, the role of the teacher is characterized by providing positive
feedback and catering to learners' needs. Teachers offer positive and constructive feedback to help
students improve their skills. They give clear instructions and explanations for learning activities,
ensuring students understand tasks. Teachers select learning activities and design syllabi based on
the competencies students are expected to acquire.
Role of Learner:
Learners play an active role in the competency-based framework, making decisions about the
relevance and usefulness of the competencies. They decide on the relevance of competencies and
are expected to perform the learned skills. Competencies are clearly defined, allowing learners to
know what needs to be learned and for what purposes. Mastery of competencies occurs one step at
a time, ensuring learners understand their progress and next steps. Learners remain in the program
until they improve, then progress to more advanced levels of proficiency.

Assessment Approach:
In CBLT, the assessment approach focuses on evaluating learners' mastery of specific
competencies. The emphasis is on performance-based assessments that measure how well learners
can apply their language skills in real-world contexts. Assessments are criterion-referenced,
meaning that learners are evaluated based on predefined criteria for each competency. Teachers
provide ongoing feedback to guide learners' progress and identify areas for improvement. Learners
are encouraged to self-assess their progress, reflecting on their strengths and areas needing
development.

Reflection
In reflecting on the demo lesson delivered by my classmate Houda, her emphasis on clarity in
language teaching was evident and commendable. Applying the Competency-Based Language
Teaching (CBLT) framework, Houda provided a clear understanding of the language function,
making it relevant within real-life social contexts. Transitioning from input to intake, she guided
students through understanding and using the language function, culminating in performance-based
assessments that showcased their communicative competence. Houda's lesson exemplified the
effectiveness of seeking clarity in language instruction, creating an engaging environment where
students not only learned but actively applied their language skills, demonstrating the practicality
of the CBLT approach for fostering meaningful language acquisition and proficiency