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1
Damaris J. Bujato S.
Comparison between the concept of Communicative Competence explained in the
Estándares Básicos de C...
2
Damaris J. Bujato S.
Extranjeras, Inglés, it is a subdivision of Pragmatic Competence, whereas in the
Lineamientos Curri...
3
Damaris J. Bujato S.
Third, the Estándares Básicos de Competencias en Lenguas Extranjeras, Inglés presents a
more comple...
4
Damaris J. Bujato S.
that all foreign language teachers analyze, understand, and apply Communicative
Competence on their...
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Damaris J. Bujato S.
References
Ministerio de Educación Nacional. (2006). Estándares Básicos de Competencias en
Lenguas ...
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Comparison between the concept of communicative competence explained in the estándares básicos de competencias en lenguas extranjeras

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Comparison between the concept of communicative competence explained in the estándares básicos de competencias en lenguas extranjeras and the Lineamientos Curriculares Idiomas Extranjeros

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Comparison between the concept of communicative competence explained in the estándares básicos de competencias en lenguas extranjeras

  1. 1. 1 Damaris J. Bujato S. Comparison between the concept of Communicative Competence explained in the Estándares Básicos de Competencias en Lenguas Extranjeras, Inglés and the Lineamientos Curriculares Idiomas extranjeros Communicative competence is a fundamental concept that has been developed in the last decades, and it is relevant to us to handle this concept, since it offers a guide to the teaching of a foreign language in order to improve the quality of the learning process. Based on two of the definitions of Communicative competence proposed by the Estándares Básicos de Competencias en Lenguas Extranjeras, Inglés and the Lineamientos Curriculares Idiomas extranjeros, a comparison between them will be made, identifying similarities and differences. Throughout this essay, it will be shown three aspects of these definitions that whether differ from each other or are defined in similar ways. These three points are: First, the concept of Discursive Competence; second, Sociolinguistic Competence; and finally, four main concepts in the language learning (conocimientos declarativos, destrezas y habilidades, conocimineto personal, y habilidad para aprender). As it was already mentioned, the first aspect to be analyzed is Discursive Competence. To start, although Discursive Competence is named and organized within Communicative Competence in different ways in both documents, it is defined similarly. First of all, the names that are assigned to this specific competence vary from each other. In the Estándares Básicos de Competencias en Lenguas Extranjeras, Inglés, this competence is called Discursive Competence, while in the Lineamientos Curriculares Idiomas extranjeros, the same competence receives the name of Textual Competence. Another difference that can be observed is that Discursive Competence is placed in different positions within Communicative Competence. In the Estándares Básicos de Competencias en Lenguas
  2. 2. 2 Damaris J. Bujato S. Extranjeras, Inglés, it is a subdivision of Pragmatic Competence, whereas in the Lineamientos Curriculares Idiomas extranjeros, it is located within Organizational Competence, which in fact is totally independent from Pragmatic competence. On the other hand, in spite of these two issues previously addressed, it can be noticed that Discursive Competence is defined in the same way. In the Estándares Básicos de Competencias en Lenguas Extranjeras, Inglés, it refers to the ability of organizing the sentences in a logical way to produce oral or written textual fragments. In the same fashion, in the Lineamientos Curriculares Idiomas extranjeros, it makes reference to the ability of elaborating oral or written speech, taking into account cohesion and rhetorical organization. Secondly, even though Sociolinguistic Competence is defined in the same way, each document places it in a distinct location as a subdivision of Communicative competence. To begin, both the Estándares Básicos de Competencias en Lenguas Extranjeras, Inglés, and the Lineamientos Curriculares Idiomas extranjeros utilize the concept of Sociolinguistics to address the awareness of the social and cultural context, which is implicit in the daily use of the language. This knowledge allows the appropriate use of the foreign language and facilitates the comprehension among people with various cultural backgrounds. Spite of this previous fact, Sociolinguistic Competence is not located in the same position, because in the Lineamientos Curriculares Idiomas extranjeros it is shown as a component of Pragmatic Competence. On the contrary, in the Estándares Básicos de Competencias en Lenguas Extranjeras, Inglés, it is not related to Pragmatics. Indeed, it is presented as an independent competence that does not have such a closed relationship with Pragmatic Competence.
  3. 3. 3 Damaris J. Bujato S. Third, the Estándares Básicos de Competencias en Lenguas Extranjeras, Inglés presents a more complete definition of what Communicative competence is, since it includes four main aspects that are omitted in the Lineamientos Curriculares Idiomas extranjeros. Next, these four points are mentioned: Conocimientos declarativos, destrezas y habilidades, conocimiento personal y habilidad para aprender. It is considered that these issues are really significant when teaching or learning a foreign language, as they talk about a variety of learners’ traits that play an important role in the learning process. In fact, learning is an integral process that must take into account capacities, knowledge, and weaknesses of each individual in order to enhance his/her interaction with the real world that surrounds him/her. In contrast to this, the Lineamientos Curriculares Idiomas extranjeros does not include those relevant components. As a consequence, it could be said Communicative Competence is not defined in a complete way, since it ignores the personal characteristics of the learner, which, as it was explained, is a crucial component when learning or teaching a new language. To conclude, it can be affirmed that there are some differences and similarities between the definitions of Communicative Competence offered by the Estándares Básicos de Competencias en Lenguas Extranjeras, Inglés and the Lineamientos Curriculares Idiomas extranjeros. As it was argued in this essay, Discursive Competence and Sociolinguistic Competence are located in distinct places within Communicative Competence, even when they are defined in similar ways. Besides, the definition of the Estándares Básicos de Competencias en Lenguas Extranjeras, Inglés is more complete, because it includes four principal concepts regarding the learners’ individual traits. Finally, it can be recommended
  4. 4. 4 Damaris J. Bujato S. that all foreign language teachers analyze, understand, and apply Communicative Competence on their educational labor.
  5. 5. 5 Damaris J. Bujato S. References Ministerio de Educación Nacional. (2006). Estándares Básicos de Competencias en Lenguas Extranjeras: Inglés. Colombia: Imprenta Nacional. Ministerio de Educación Nacional. (1996). Lineamientos Curriculares Idiomas Extranjeros. Colombia: Imprenta Nacional.

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