Wednesday, May 08, 2013

How to develop CBLT units

According to the theory of language learning, "CBLT is based on function and interaction of language, what means that language is taught taking into account the social context and the communicative needs of students".

From Garry's blog
Learners can infer language from language function, thus, CBLT designers know exactly the vocabulary and the structures that can be found in different situations and they strategically place them in the different teaching/learning units.
When talking about the objectives and the syllabus that are going to be implemented in a course, CBLT focuses on competencies. It provides teachers with the necessary tools and parameters to design their syllabuses and its objectives and enhances students to learn the language and to know how and when to use it in a determined moment of their lives.

It is also important to mention that teachers play an essential role, (see my last previous post "Doing More than Teaching Language") since they are the ones who are going to provide students with the appropriate activities and learning materials which are related to their real lives, so that students can be communicatively competent in real situations. To achieve this, teachers must be excellent observers of the context that surrounds students and take into account the main needs they have to design matched syllabuses.

CBLT provides learners with the essential tools to interact successfully in society, enhancing them to use their knowledge to solve different real life situations. Furthermore, CBLT involves teachers’ great knowledge of student´s context, interests and needs and the development of different standards that enrich and lead the teaching-learning process, so that learners know exactly what they need to learn to be communicatively competent


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