From Communicative Competence to Symbolic Competence

By Claire J. Kramsch. 2006

553 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics, Human-Computer Interaction

View Paper: https://www.semanticscholar.org/paper/05ee64666792f5817b3e50cb7191a27ad932a5be

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. A. Scarino
2. L. Rowland
3. Li Wei
4. G. Hall
5. Guy Cook
6. Rebecca W. Black

In Language and Linguistics

1. A. Scarino
2. Rebecca W. Black
3. Julie M. Sykes
4. L. Rowland
5. Li Wei
6. G. Hall
7. Guy Cook
8. S. Thorne

In Human-Computer Interaction

1. A. Scarino
2. Rebecca W. Black
3. Julie M. Sykes
4. L. Rowland
5. Li Wei
6. G. Hall
7. Guy Cook
8. S. Thorne

Citations in the corpus

• Multilinguality, multimodality, and multicompetence: code- and modeswitching by minority ethnic children in complementary schools (2011, background): “By focusing on the creativity and criticality of the multilingual language user, our take on multicompetence embraces the notion of symbolic competence , as developed by Kramsch and her associates (e.g., Kramsch, 2006; Kramsch&Whiteside, 2008). Kramsch and Whiteside (2008) pointed out:”
• Language assessment literacy as self-awareness: Understanding the role of interpretation in assessment and in teacher learning (2013, background): “these, I would add the relationship between language and second language learning (see Seedhouse, Walsh & Jenks, 2010), as well as the relationship between language and culture (see Byram, 1997; Kramsch, 2006; Scarino, 2010).”
• Own-language use in language teaching and learning (2012, background): “68), their study illustrates how own-language use facilitates learners’ awareness of the SYMBOLIC COMPETENCE of languages (Kramsch 2006), whereby the decision to use”
• Second Language Use, Socialization, and Learning in Internet Interest Communities and Online Gaming (2009, background): “(p. 90) The realization of nuanced levels of symbolic competence (in the sense of Kramsch, 2006) requires production (Swain, 2000), which in fan fiction writing often involves the use of two or more linguistic varieties.”
• The pedagogical benefits of a linguistic landscape project in Japan (2013, background): “They need a much more sophisticated competence in the manipulation of symbolic systems’ (Kramsch 2006, 251).”
• The symbolic dimensions of the intercultural (2010, background): “Symbolic competence is also engaged in the symbolic power game of challenging established meanings and redefining the real (see Kramsch 2006, 2009a).”