Here is an example of how you could convert the organization of your traditional language courses to one that supports competency-based learning and its desired components. To review, such components are (click here for more information):

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• A co-requisite personal assistant course (PA) 

• A built-in computer lab 

• Maximizing frequency of contact hours

• Integration of the four language domains

• Flipping the classroom, or moving instruction online

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Here is how a traditional ESL program or course sequence might be structured:

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A competency-based layout model would essentially reorganize courses to to make them more lean, proficiency-oriented, and student-centered:

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Level 1, for example, would have a weekly schedules resembling:

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In re-organizing, learners may benefit by:

 

• Receiving individualized support on deficient SLOs in current courses

• Working toward competency in subsequent course SLOs

• Having instruction that more accurately resembles authentic target language (domains are not isolated)

• Having grammar embedded and contextualized within their other language courses

• Receiving regular, engaging comprehensible input during computer lab time

• Having more frequency of course meeting times, allowing for simulation of “intensive” English study, which positively impacts language acquisition

• Taking less credit hours, which means less cost or financial aid borrowing

• Having fewer interruptions of multiple teachers, which increases stability of instruction and assessment practices

• Building technology skills

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Possible disadvantages may include:

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• Less scheduling options for students

• Computer lab scheduling conflicts

• Course scheduling logistics 

• Challenges of embedding grammar courses

• Retitling of courses

• The resources to study the effects on learner success

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