Situating Literacy Within Traditions of Communicative Competence

Bibliographic Data

ID22871384
AuthorsFraida Dubin (University of Southern California, corresponding author)
Year1989
Volume10
Issue2
Pages171-181
Publication date1989-06-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueApplied Linguistics (JOURNAL)
Journal identifiersISSN: 0142-6001 • E-ISSN: 1477-450X
PublisherOxford University Press (OUP) (PUBLISHER)
DOI10.1093/applin/10.2.171
OpenAlexW2037625102
LanguageEN
Citations received9

This paper investigates some of the affinities between the traditions of communicative competence and literacy studies by tracing back twenty-five years to the early calls for an ethnography of communication. In this decade, literacy studies have utilized ethnographic methodology, keeping the tradition alive and flourishing. The paper also shows how communicative competence theory, in more recent times, has branched into a communicative approach to second language pedagogy. In doing so, the tradition has mingled both ‘psycho-’ and ‘socio-’ views of language. Looking into the ways scholars have characterized literacy as a field, particularly through ‘autonomous’ and ‘ideological’ models, offers a window for viewing similar strands in applied linguistics.

Communicative competence · Communicative language teaching · Competence (human resources) · Epistemology · Ethnography · Flourishing · Ideology · Language education · Linguistics · Literacy · Pedagogy · Political science · Sociology · Anthropology · EFL/ESL Teaching and Learning · Literacy, Media, and Education · Philosophy · Psychology · Second Language Learning and Teaching · Social Psychology

Tools

Open DOISci-Hub