Plurilingual discourse competence

Abstract

We present a didactic model for the multidimensional analysis of discourse genres as situated practices, illustrated through the study of a transactional conversation in Spanish. This model represents a basis for developing and assessing the discourse competence of plurilingual adult language learners (Spanish-, Catalan-, French- or English-learning university students) acquiring a minimal competence to participate in academic events (lectures, seminars and workshops), as well as to cope with everyday needs in a foreign city. For proficiency in the use of language in context, students must be aware of the three dimensions which define a discourse genre: the sociocultural, the pragmatic and the textual, each entailing specific criteria and indicators of achievement. Special focus is placed on the sociocultural dimension because of its underlying importance for the teaching and learning of discourse genres. One factor especially relevant in this dimension is the community of practice to which the learners belong as autonomous social agents and in which they critically and consciously engage in learning activities.