Genre-Based Approach

and
the Competence-Based
Curriculum
hagustien@yahoo.com
 Government Regulations
The level of achievement in every curriculum is stated in terms of
competence.
The learning process is carried out by developing reading and
writing culture.
The competence for language subjects should emphasise the
ability to read and write suitable for the levels of education.
the standards of competence for high schools are aimed at
increasing / improving the learners intelligence, knowledge,
personality, integrity, and life skills in order to live independently
and to pursue further education
 The Great Expectations
Explicit in the regulation is the government
commitment to improve the nations literacy level
because literacy is the key to learning any other
subjects, and language education is supposed to
deliver the big expectations.
Implicit in the regulations is the expectation that
language education, including English education, is
expected to develop communicative competence or the
ability to communicate in spoken or written language
so that learners will possess the so called social skills.
 Socio-Cultural Theories

Pedagogically motivated model of communicative

competence (Celce-Murcia et al.)
Model of language seen from social semiotic
perspective (M.A.K. Halliday)
Socio-cultural theories of learning (Vygotsky,
Bruner etc.)
Language education is literacy education.
 Socio
Cultural Comp. Competence
Strategic

Discourse
Competence

Competence

Actional Comp.
Linguistic Comp..
 CULTURE
Genre (Purpose)

Situation

Who is involved?
(Tenor)

Subject matter Channel

(Field) (Mode)

Register

TEXT
 Zone of Proximal Development

Independent
Learning
zone

Teacher Peer-peer
intervention interaction

Interactive
discourse
 Literacy Levels

Epistemic Level

Informational Level

Functional Level

Performative Level
 Genre Teaching
Explicit. Makes clear what is to be learned to facilitate the
acquisition of writing skills
Systematic. Provides a coherent framework for focusing on both
language and contexts
Needs-based. Ensures that course objectives and content are
derived from students needs
Supportive. Gives teacher a central role in scaffolding student
learning and creativity
Empowering. Provides access to the patterns and possibilities of
variation in valued texts
Critical. Provides the resources for students to understand and
challenge valued discourses
Consciousness raising. Increases teacher awareness of texts
and confidently advise students on their writing (Hayland 2004:
10-11)
Interpretation Literacy
Collaboration
Principles

Convention

Cultural Knowledge

Problem Solving

Reflection

Language USE
Good luck!