Language Communication and Communicative Competence: A View from Contemporary Classrooms

Autor/inn/en	Leung, Constant; Lewkowicz, Jo
Titel	Language Communication and Communicative Competence: A View from Contemporary Classrooms
Quelle	In: Language and Education, 27 (2013) 5, S.398-414 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2012.707658
Schlagwörter	Communicative Competence (Languages); Second Language Learning; Multilingualism; Intercultural Communication; Benchmarking; Criticism; Language Minorities; Classroom Communication; College Students; Secondary School Students; English (Second Language); Guides; Language of Instruction; Discourse Analysis; Language Proficiency; Academic Discourse; Vignettes; Biology; Seminars; Science Instruction + Suchen Sie Ihr Suchwort? Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Zweitsprachenerwerb; Mehrsprachigkeit; Multilingualismus; Interkulturelle Kommunikation; Kritik; Sprachminderheit; Klassengespräch; Collegestudent; Sekundarschüler; English as second language; English; Second Language; Englisch als Zweitsprache; Handbuch; Leitfaden; Teaching language; Unterrichtssprache; Diskursanalyse; Language skill; Language skills; Sprachkompetenz; Discourse; Diskurs; Biologie; Seminar; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	In this paper, we examine some of the tenets of the current conceptualisations of communicative competence. Drawing on the empirical data collected in linguistically diverse university classrooms, we show that meaning-making in social interaction is considerably more complex and fluid than is envisaged in theoretical models of communicative competence. We suggest that curriculum and assessment frameworks such as the Common European Framework of Reference for Languages (CEFR), based on existing notions of communicative competence, do not adequately capture the agentive and contingent nature of co-constructed meaning-making and meaning-taking in social interaction, particularly in situations where high levels of ethnolinguistic diversity are fast becoming a norm. We suggest that for benchmarking curriculum and assessment frameworks such as the CEFR to be relevant, they need to be empirically investigated and theoretically critiqued on a regular and systematic basis. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10