Teaching English as a Foreign Language

Presented by : Group 9

Amrullah : 2010 125 00 739 Ari Kiswanto : 2010 125 00 234 Bernadeta Fitri : 2010 125 00 866 Cindy Agustina : 2010 125 00 901 Dahlia Naibaho : 2010 125 00 431 Dumasi Sinaga : 2010 125 00 463

BACKGROUNDBACKGROUND

OTHERS METHODEOTHERS METHODE IInput centerednput centered SyllabusSyllabusees, materials, s, materials,

activitiesactivities Changing the role of the Changing the role of the

learners learners and teachersand teachers

So, more effective language So, more effective language

learning occurslearning occurs

CBECBE Output centeredOutput centered No matter how the No matter how the

language learning occurslanguage learning occurs What are expected from What are expected from

students (output)students (output)

Work related and survival-oriented language teaching programs for adults

The most important breakthrough in adult ESL

By the end of 1970s

1990’s“The state-of-the-art approach to adult ESL by national policymakers & leaders in curriculum development as well”.

Programs based on specific skills needed for individuals

1986

Refugees in the U.S had to be enrolled in a competency-based program.

CCBLBLT in GeneralT in General♦ The principles of CBE

♦ Educational movement

♦ Focuses on outcomes of learning

♦ Work-related and survival-oriented learning

♦ The learners: refugees, immigrants

♦ The most important breakthrough in adult ESL

♦ Teacher’s opportunity to revitalize their education programs

♦ Teaching quality enhances

♦ The aim is that the students’ being master of specific language skills to function proficiently in the society

Approach: Approach: Theory of Language and LearningTheory of Language and Learning

PRINCIPPRINCIPLES LES IN CBLT IN CBLT

Vehicle for the expression

Vehicle for the realization

Built around the notion

Share with behaviorist

Docking(1994)Docking(1994) SyllabusSyllabus

Start with field Start with field of knowledgeof knowledge Subject based content and syllabusSubject based content and syllabus ObjectivesObjectives AAssessment based on normssessment based on norm referencing referencing Recieving marks for performancesRecieving marks for performances

Systematically designed activities Real-world task – activity linked to the field of work and to social survival

Work SchedulesJob applicationJob interview

SYLLABUS

LEARNING ACTIVITIES

KEY FEATURESKEY FEATURES

1.Successful functioning in society

7.Demonstrated mastery

of performance objectives

2. Life Skills

6. Continuous & ongoing assessment5.Outcomes made

explicit a priory

4. Modularized instructions

3.Task - or performance

centered orientation

8.Individualized

THE COMPETENCIES IN CBLT

Grammatical Competence

Sociolinguistic Competence

Strategic Competence

Discourse Competence

ROLE OF TEACHER & ROLE OF TEACHER & LEARNERLEARNER

TEACHERTEACHER Corrects the students immediatelyCorrects the students immediately Gives positive feedbackGives positive feedback AAware of the learner needsware of the learner needs AdjustAdjustss the activities and the syllabus according to the activities and the syllabus according to

learner needslearner needs

LEARNERLEARNER Judge the relevancy and usefulness of the activitiesJudge the relevancy and usefulness of the activities Should demonstrate the learntShould demonstrate the learnt behaviorbehavior

ProcedureProcedure Initial assessment (placement)Initial assessment (placement) Completion of subpart with theCompletion of subpart with the assessment assessment and moving on to the next unitand moving on to the next unit

Knowledge and learning competencies Oral competencies Reading competencies Writing competencies

The Competency The Competency DDescriptions escriptions

All Competencies are Described :All Competencies are Described :

HOW CBLT WORKSHOW CBLT WORKS

TeacherTeacher : :

Analysis Analysis

DDefines someefines some competenciescompetencies

CCreates activitiesreates activities

EEvaluatesvaluates

Related Related by learnerby learner’’s s need & interestneed & interest

Specific and public Specific and public

Can be mastered one at a time Can be mastered one at a time

Specific and practical Specific and practical

Prespective methodPrespective method

Reductionist approachReductionist approach

Focus on behavior & performanceFocus on behavior & performance

CBLT is gaining popularity in the whole world.CBLT is gaining popularity in the whole world. It is argued that through the clearly defined It is argued that through the clearly defined outcomes and the continuous feedback in CBLT, outcomes and the continuous feedback in CBLT, the quality of assessment as well as the students’ the quality of assessment as well as the students’ learning and the teaching are improved learning and the teaching are improved

The goal of CBLT is to enable students to become The goal of CBLT is to enable students to become autonomous individuals capable of coping with the autonomous individuals capable of coping with the demands of the world. demands of the world.