Competency-Based Language Learning: Focusing on Output

 In the 1970s, the United States, Britain, Canada, Australia, and New Zealand faced a common challenge: how to deal with an influx of immigrants who lacked basic English language skills. This created a need for a policy that could assess the English proficiency levels of immigrants, especially with regard to their ability to participate in various workplace tasks. And thus, competency-based language learning and teaching emerged.


Competency-based language learning and teaching is a unique approach that focuses on output rather than input. The approach requires a person to have a particular level of English-speaking ability, essential skills in behavior, and knowledge to function as a participant in society. This approach is different from other approaches that focus on English in terms of grammatical and lexical input, student interaction, and educational theory.


The competency approach is prescriptivist, meaning that it lays out specific criteria or benchmarks that students need to achieve in order to advance to a higher level. For example, in Canada, the "12 Benchmarks" were introduced, which state what a student or worker should be able to accomplish in the four language skill areas: listening, speaking, reading, and writing. Students cannot advance to a higher level unless they have proven themselves competent in a given benchmark.


The benchmarks were designed to help students achieve specific language skills that would allow them to participate in various workplaces. Workplace requirements often set a required benchmark level before accepting an application for employment. For example, the Nurses Union of Canada has an independent set of benchmark competencies designed for immigrant nurses entering the profession in Canada. This benchmark differs from the benchmarks created for professionals in other trades.


Competency-based language learning has proven to be a useful resource for teachers who need a guide from which to assess student ability. The ESL standards are framed around three goals and nine standards. Descriptors, sample progress indicators, classroom vignettes, and discussions further explicate each standard. The standards for public school systems are organized into grade clusters: K–3, 4–8, 9–12.


In conclusion, competency-based language learning is an approach that focuses on output rather than input. It provides a clear, concise format from which teachers can develop a framework for their syllabus. The benchmarks created for specific professions provide a useful guide for both students and employers. With this approach, students can develop essential language skills that will help them participate in various workplaces and functions in society.

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