This document discusses frameworks for classifying language competencies in computer-mediated communication. It examines taxonomies proposed by Salmon (2000), Hempel & Stickler (2005), and Desjardins & Peters (2007). The author suggests their own taxonomy of online teaching skills, separating them into technical literacy, receptive literacy, and authoring literacy. They raise questions about how to balance general and specific skills, and whether language deficiencies can seriously hinder successful computer-mediated communication.

1. Malgorzata KurekCollege of Foreign LanguagesCzestochowa, PolandMalgorzata Kurek, College of Foreign Languages, Czestochowa, Poland1Language competencies in CMC – a taxonomy proposal.

2. Salmon (2000)Malgorzata Kurek, College of Foreign Languages, Czestochowa, Poland2Understanding of onlineprocessTechnicalskillsOnlinecommunicationsskillsContentexpertisePersonalcharacteristics

3. Thepyramid of skills by Hempel & Stickler (2005)Malgorzata Kurek, College of Foreign Languages, Czestochowa, Poland3

4. Desjardins & Peters (2007)Malgorzata Kurek, College of Foreign Languages, Czestochowa, Poland4Interactions & competencyteacherStechnologylearnerTIEcontentmindtools

5. Malgorzata Kurek, College of Foreign Languages, Czestochowa, Poland5Hierarchy orequal status?Order?Separateorinterralated?Measurable?Relevant to FL context?

6. Suggestedtaxonomy of onlineteachingskillsMalgorzata Kurek, College of Foreign Languages, Czestochowa, Poland6

7. Malgorzata Kurek, College of Foreign Languages, Czestochowa, Poland7

8. Languageskills: technicalliteracyMalgorzata Kurek, College of Foreign Languages, Czestochowa, Poland8

9. Languageskills: receptiveliteracyMalgorzata Kurek, College of Foreign Languages, Czestochowa, Poland9

10. Languageskills – authoringliteracyMalgorzata Kurek, College of Foreign Languages, Czestochowa, Poland10

11. Questions and Conclusions:Malgorzata Kurek, College of Foreign Languages, Czestochowa, Poland11Keepingthebalancebetweenthe general and theparticularLanguagedeficiencescan be seriousstumblingblock to successful CMCWheredoestechno-pedagogy (Peters, 2005) begin?

12. References:Malgorzata Kurek, College of Foreign Languages, Czestochowa, Poland12Desjardins., F. Peters, M. (2007) "Single-Course Approach Versus a Program Approach to Develop Technological Competencies in Pre-service Language Teaching" in M-A Kassen, LR. Lavine, K. Murphy-Judy, M. Peters (Eds) Preparing and Developping Technology Proficient L2 Teachers, CALICO Monograph Series Volume 6, pp. 3 – 21.Hampel, R., & Stickler, U. (2005). New skills for new classrooms: Training tutors to teach languages online. Computer Assisted Language Learning, 18(4), 311–326.Salmon, G. (2003). E-moderating: TheKey to teaching and Learning online. London andNew York: RoutledgerFalmer.

13. Malgorzata Kurek, College of Foreign Languages, Czestochowa, Poland13Gonglewski, M., DuBravac, S. (2006) “Multiliteracy: Second Language Literacy in the Multimedia Environment”, in Ducate, Arnold eds. (2006), pp 43- 68. Pengrum, M. (2009) (in press) From Blogs to Bombs: The Future of Digital Technologies in Education. Crawley: UWA Publishing.Desjardins., F. Peters, M. (2007) "Single-Course Approach Versus a Program Approach to Develop Technological Competencies in Pre-service Language Teaching" in M-A Kassen, LR. Lavine, K. Murphy-Judy, M. Peters (Eds) Preparing and Developping Technology Proficient L2 Teachers, CALICO Monograph Series Volume 6, Texas USA: Computer Assisted Language Instruction Consortium, Texas State University pp. 3 - 21.Hampel, R., & Stickler, U. (2005). New skills for new classrooms: Training tutors to teach languages online. Computer Assisted Language Learning, 18(4), 311–326.Dalmon, G. (2003). E-moderating: TheKey to teaching and Learning online. London andNew York: RoutledgerFalmer. Selber, S. (2004) Multiliteracies for a Digital Age. Carbondale: Southern Illinois University Press.