A competency-based approach continues to be the primary method used in U.S. government-funded adult education ESL programs. The two most widely known competency-based programs in the United States are: (1) SCANS, which is the Secretary's Commission on Achieving Necessary Skills, a report put out in 1991 by the U.S. government detailing what competencies, skills, and personal qualities are needed to succeed in the workplace, and (2) CASAS (Comprehensive Adult Student Assessment System), a private organization that has created its own competencies with its own materials and assessment and is now used by a number of adult education programs in the United States. In addition, CBE is also used extensively in Australian adult ESL programs for immigrants, highlighting its effectiveness in integrating newcomers into the social and professional fabric of their new communities.
For adult learners, particularly those seeking to improve their English language skills, traditional education methods don't always hit the mark. Competency-based education (CBE) offers a refreshing alternative, focusing on equipping learners with the skills they need to thrive in real-world situations.
What is CBE and How Does it Work in Adult ESL?
CBE flips the script on traditional education. Instead of prioritizing time spent in class or rote memorization, CBE centers around achieving specific competencies, which are essentially task-based goals. These can range from navigating public transportation and healthcare systems to mastering industry-specific communication skills.
The beauty of CBE lies in its adaptability. An initial assessment pinpoints individual learner needs, allowing instructors to tailor the curriculum accordingly. Instruction then becomes laser-focused, targeting the specific competencies identified. Finally, learners are evaluated on their ability to demonstrate these competencies in practical scenarios. This ensures that the knowledge gained translates directly into tangible skills for daily life and potential workplaces.
The Benefits of CBE for Adult Learners
The advantages of CBE for adult ESL learners are numerous:
- Relevance: The focus on practical skills ensures learners can immediately apply their knowledge in real-world settings, boosting confidence and motivation.
- Customization: Learners are not confined to a one-size-fits-all approach. CBE caters to individual needs and learning styles, maximizing progress.
- Efficiency: Time spent in class is optimized because the curriculum directly addresses the learner's goals, leading to faster skill acquisition.
- Increased Engagement: The focus on practical application fosters a more engaging learning experience, keeping students motivated and invested in their progress.
- CBE in Action: Leading Programs
CBE has become a cornerstone of adult ESL programs in the United States. The Secretary's Commission on Achieving Necessary Skills (SCANS) report, for instance, outlines the competencies, skills, and personal qualities crucial for workplace success. Adult education programs leverage this framework to shape their CBE curriculum. Additionally, the Comprehensive Adult Student Assessment System (CASAS) offers a comprehensive set of materials and assessments aligned with the CBE approach.
The impact of CBE extends beyond the United States. Australian adult ESL programs for immigrants heavily utilize CBE, recognizing its effectiveness in integrating newcomers into the social and professional fabric of their new communities.
As the needs of adult learners continue to evolve, CBE is poised to play an increasingly vital role. Its emphasis on practical skills, personalized learning, and measurable outcomes provides a strong foundation for adult ESL programs. By equipping learners with the tools they need to navigate daily life and professional opportunities, CBE empowers adults to reach their full potential.
Strategy of Competency Based Approach
Grade Level: Upper Elementary to Adult
- The teacher conducts a needs assessment to see how and where students will need to use English to be successful in the future.
- The teacher defines tasks, or competencies, that students will need to accomplish. Examples of competencies might include requesting and giving personal information, asking for the time, practicing transactions in the post office, and making a doctor's appointment.
- The teacher creates lessons and activities that will teach students how to accomplish the tasks, or competencies, that have been prescribed. Lessons might include new vocabulary, understanding and practicing dialogues, reading and filling out forms, and discussing previous experiences and future problems that might occur.
- Students are evaluated on their ability to perform the designated task or competency.
Applications and Examples of Competency Based Approach
Shopping for Clothes
- A picture of a clothing store with a clerk and a woman is shown to students. Students are asked, "What is happening in this picture?" If students have difficulty answering, the teacher can ask more direct questions: "Where are they?" "Who is this woman?" "What is she doing?" Students are then asked about their shopping experiences with questions such as, "Do you like to shop?" "What do you like to buy?" "Where do you shop?" "How often do you shop?" Such questions not only help students focus on the topic but also help the teacher assess what the students know and what they need to know.
- Students are then shown pictures of different articles of clothing. Students review the names and colors of articles of clothing.
- Students then listen to a dialogue between the shopper and the store clerk. Students may follow the written dialogue as they listen.
Clerk: Can I help you?
Shopper: Yes, I'm looking for a new dress to wear to work.
Clerk: What size do you wear?
Shopper: I wear a size 12.
Clerk: What color would you like?
Shopper: I'd like something in blue.
Clerk: How about this dress?
Shopper: No, I don't really care for that dress.
Clerk: How about this one?
Shopper: Yes, I like that one.
Clerk: Would you like to try it on?
Shopper: Yes, where is the dressing room?
(Shopper tries on the dress)
Clerk: How does it fit?
Shopper: Just fine. I think I'll get it.
Note: Within the dialogue are a number of idiomatic expressions that are used when shopping.
- The teacher points out new vocabulary in the dialogue such as
Looking for
Size
How about
Don't care for
Try it on
Dressing room
Does it fit
I'll get it
- Students practice parts of the dialogues. First, students practice saying individual lines as a class. Then students practice the dialogue in pairs. Then students practice shopping in pairs using the practice dialogue or their own. Students then role-play the situation.
- Once students can accomplish this competency, they can go on to similar competencies such as shopping for groceries, buying clothes for children, shopping in a hardware store. Students can also go on to other topics such as going to the doctor, applying for a job, or visiting with their children's teachers.
