I believe the ultimate goal of foreign or second language education is the cultivation of transnationally competent language students who are capable of culturally sensitive, multimodal communication in a new language and through a new culture. Language learning is a life-long process; the language classroom serves as the first of many target language communities to which the learners may have access over time, and as such is instrumental in preparing them to engage with target language speakers in other environments throughout their lives. My goal is to contribute to the development of my students’ inter-/transnational communicative competence, the four components of which are briefly outlined below.
On a practical level, this means that language students need to learn, both in the written and oral modalities, how to interpret texts and discourses, how to coherently present their own ideas, how to communicate effectively and appropriately in interpersonal interactions, and how to . All of this must be filtered through the lens of francophone culture(s). My teaching facilitates this learning through the instructional methods I choose to implement, through the use of sequencing and scaffolding, and through the authentic materials and other resources I employ in and outside of the classroom. See My Language Classroom to see my application of these principles at the university level.
For a deeper exploration of the definition and role of competence in (second) language learning, see the Qualifying Examination completed on this topic here.