Functional Competencies in the U.S. Refugee Program: Theoretical and Practical Problems

Abstract

In past decade, functional, competency-based approach has come to dominate curriculum development. Though approach is widely praised, some specialists have recently criticized competency-based ESL. This article examines theoretical and practical deficiencies in how curricular objectives are selected for functional approach, central role of values in functional curricula, and limitations in validating tests of functional competence. It is argued that these problems seriously undermine efforts to evaluate effectiveness of programs using functional curricula. These issues are illustrated through an analysis of functional curricula of U.S. Refugee Processing Centers, largest survival program ever created to prepare immigrants for resettlement in America. In past decade, functional, competency-based curricula have become dominant approach to language curriculum development. The focus of wide praise (e.g., Chamot, 1983; Findley & Nathan, 1980; Munby, 1978; Widdowson, 1978; Wilkins, 1976), competency-based curricula have been called the most important breakthrough in adult ESL (Center for Applied Linguistics, 1983b, p. 1), and they are used in many language programs as well as in adult basic education (ABE). In Europe, functional competencies are basis for Council of Europe syllabus (van Ek, 1977). The most important ABE program in United States, heavily promoted Adult Performance Level (APL) project (see Northrup, 1977) of U.S. Office of Education and University of Texas, employs a functional approach. In ESL, refugee programs in Southeast Asia and in United States also have adopted functional curricula.