Being ‘a competent language user’ in a world of Others – Adult migrants’ perceptions and constructions of communicative competence

• Published in: Linguistics and education Vol. 45; pp. 101 - 109
• Main Author: Rydell, Maria
• Format: Journal Article
• Language: English
• Published: Oxford Elsevier Inc 01.06.2018; Elsevier Science Ltd
• Subjects: Adult education; Adult migrants; Adults; Applied linguistics; Assessments; Communicative competence; Embodiment; Emotions; Intercultural communication; Linguistic competence; Lived experience of language; Migrants; Noncitizens; nordiska språk; Otherness; Scandinavian Languages; Self evaluation; Swedish language; Lived experience of language; Communicative competence; Adult education; Adult migrants; Assessments; Embodiment; Emotions
• ISSN: 0898-5898; 1873-1864; 1873-1864
• DOI: 10.1016/j.linged.2018.04.004

•Adult migrants’ lived experience of language and perceptions of competence.•Internalized experiences of being seen or not seen as 'a competent language user’.•Perceiving oneself to be ‘a competent language user’ is dependent on the assessment of Others and is therefore a vulnerable subject position.•Communicative competence as a relational construct shaped by intersubjective processes.•A relational view of communicative competence stands in contrast with the view of language learning as an individual responsibility and achievement. This article investigates the lived experience of language (Busch, 2017) in relation to perceptions of what it means to be ‘a competent language user’. How to define language competence is an ongoing discussion in applied linguistics. However, relatively little attention has been given to the lived experiences of adult migrants with respect to their perceptions of competence. Drawing on an analysis of focus group discussions with adult migrants enrolled in a language program in basic Swedish, this article builds on understandings of communicative competence as a relational construct shaped by intersubjective processes. Corroborating the relational view of competence is the importance given to emotional perspectives on competence and the role played by assessments, both those made by others and internalized self-assessments. Meanwhile, discourses on the language competence of adult migrants often frame successful language learning as an individual responsibility and achievement, obscuring the relational process underlying the perceptions and constructions of communicative competence.