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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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

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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.

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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

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Damaris J. Bujato S.
that all foreign language teachers analyze, understand, and apply Communicative
Competence on their educational labor.

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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.