Genre-Based Approach and the Competence-Based Curriculum

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Genre-Based Approachandthe Competence-Based
Curriculum

• hagustien_at_yahoo.com

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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

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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.

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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.

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Competence
Socio Cultural Comp.
Competence
Strategic
Discourse Competence
Actional Comp.
Linguistic Comp..
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CULTURE
Genre (Purpose)
Situation
Who is involved? (Tenor)
Subject matter
Channel (Field)
(Mode)
Register
TEXT
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Zone of Proximal Development
Independent Learning zone
Teacher intervention
Peer-peer interaction
Interactive discourse
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Literacy Levels
Epistemic Level
Informational Level
Functional Level
Performative Level
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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)

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LiteracyPrinciples
Interpretation
Collaboration
Convention
Cultural Knowledge
Problem Solving
Reflection
Language USE
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