124093 VK BEd 09.2: VK Linguistics for Language Teachers (2020W)

Exploring ‘communicative competence’ in ELT

‘Communicative competence’ is generally the term denoting the declared aim of foreign language learning. Derived from the notion of ‘linguistic competence’ in theoretical and descriptive linguistics, the term is of very frequent occurrence in applied linguistics and language education. It is used by researchers into second language acquisition in specifying the end point of interlanguage and the ultimate objective for learners to attain, and by language testers as the benchmark against which degrees of attainment are measured. - But what exactly is meant by ‘communicative competence’? - Given the current global role of English as the international lingua franca, we are being called upon to re-consider this concept as we are confronted with questions like: Who are the users of English? Are all these users competent in the same way or to the same degree? What is it that constitutes their communicative competence? Is it the knowledge users have of the rules of the language, or the ability to make communicative use of these rules, or both? Does it make sense to think of different kinds of competence such as ‘linguistic competence’, ‘sociolinguistic competence’, ‘discourse competence’, ‘intercultural competence’ and so on? If so, how are these different concepts related?

The aim of this course is to give critical consideration to these questions. We will explore how the term 'communicative competence' and its variants have been operationalized in key areas of ELT pedagogy such as curricula, textbooks, reference works, teaching methodology, tests and policy documents, especially the all-pervasive Common European Frame of Reference for Languages and European Language Portfolios. Based on close examination of selected examples of texts and practices in these areas, we will critically investigate the validity of the concept as it relates to the manifestations and descriptions of contemporary English(es) and in the way the language is taught and assessed.
This course combines focused reading, mini-lectures, on- & offline assignments, reading-based group work and discussion, and individual research work leading to a presentation and a written project report. BEd students who decide to write their bachelor paper in this course will produce a research paper based on their project.

We recommend that you do this course only after completing at least ELT Foundations 1 and Language in Use 1.