Commentary

Transversal language competences, sometimes called 21^st century skills or transferable skills, are referred to in bubble 6 of the figure above. However, the extracts from the RFCDC cited above cover various aspects of language and communication that are not included in the mind map. The extracts highlight that language and communication are integral parts of human behaviour and are governed by deeper values and attitudes, such as respect for others, willingness to accept and engage with other cultures, and being ready to listen to opinions which one may not agree with. These ‘transversal competences’ are essential both within and outside the educational domain, especially now that young people are exposed to so much communication via social media and to opinions and information ranging from inspiring to dangerous.

These competences may not always be seen as essential to learning new information and concepts or preparing well-written assignments about a given topic, for example, in science or geography. However, such transversal competences are very relevant to the process of learning and the ways in which learners communicate with each other and with teachers. Language sensitivity is a crucial factor in how teachers address and interact with their learners, ask questions, give feedback and so on, and it is equally crucial for learners to learn language-sensitive ways of interacting with one another and school staff, and, more importantly, to develop the values and attitudes that underpin language-sensitive interaction.

One way in which transversal competences such as those in the RFCDC extracts above can be addressed in teaching and learning is to regard each lesson across the curriculum as an opportunity for teachers and learners to practise language-sensitive ‘communicative behaviour’ and for learners to be invited to notice and follow this model. As an example, a teacher can take opportunities to invite learners to express their thoughts and opinions on a topic in a ‘democratic’ way, guiding them in the use of appropriate and respectful language. The teacher and other learners should then listen respectfully to the opinions expressed and choose suitable language to respond, agree or disagree. Or, in an activity about body language and tone of voice, learners could be asked to comment on video clips in which body language and/or tone of voice are used to get certain messages across. In volume 3 of the RFCDC (notably pages 25-42), guidance is given on ways in which teachers can help develop these transversal competences.