The Cambridge

Life Competencies
Framework

Communication
Introductory Guide
for Teachers &
Educational
Managers
2
Communication
Introduction to The Cambridge Life
Competencies Framework
There have been many initiatives to address the skills and competencies our learners need for the
21st century – each relating to different contexts. At Cambridge, we are responding to educators that
have asked for a way to understand how all these different approaches to life competencies relate to
English language programmes.

We have set out to analyse what the basic components of these competencies are. This is to help us
create an underlying framework to interpret different initiatives.

We have grouped the different competencies into six main Areas of Competency, and linked this to
three foundation layers of the Framework.

THE CAMBRIDGE LIFE COMPETENCIES FRAMEWORK

Creative Learning to Collaboration

thinking Learn

Critical Communication Social

thinking Responsibilities

Emotional Development

Digital Literacy

Discipline Knowledge

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 The Learning Journey
We have also started work on examining the different stages of the learning journey,
and how these competencies vary across each stage.

Pre-Primary Primary Secondary

Higher Education At Work

Then we are developing Skills Descriptors (see page 6) to describe what can be expected of a
learner at each stage of learning for each competency. The Skills Descriptors are phrased as what a
learner should be able to do by the end of that stage of learning. We have started to develop Skills
Descriptors as descriptions of observable behaviour.

The Framework provides different levels of detail – from the broad Areas of Competency to the
specific Skills Descriptor.

Area of Competency Skill

competency Descriptor

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Defining Communication Competency
Communication is an essential professional and life skill, enabling us to share information and ideas,
as well as express feelings and arguments (Cenere et al., 2015). It is also an active process influenced
by the complexities of human behaviour in which elements such as non-verbal behaviour and
individual styles of interpreting and ascribing meaning to events have significant influence.

Mastering effective communication is a skill which can be developed and honed. It is a set of skills
distinct from mastering the core linguistic features of a language.

We have identified three key competencies within the area of Communication:

• Using appropriate language/register for context refers to learners’ understanding that there
are formal and informal contexts/situations and they know how to vary language, expressions and
adapt communication style so that they are appropriate to the context they are in. Learners can
use language for effect by employing a variety of language and rhetorical devices to be more
persuasive in an argument, to engage and catch attention, add emphasis or humour.

• Managing conversations is related to learners’ ability to converse with others effectively and
efficiently by knowing how to initiate, maintain and end conversations appropriately. It includes
skills for turn-taking, interrupting, keeping a conversation going and overcoming own language
gaps when they lack key language. Learners are aware of these key communication strategies that
can help them, and their peers, convey their messages.
This will ensure that learners are able to support others to communicate successfully by engaging
them through communicating with clarity, inviting others to participate in shared conversation,
asking questions to check understanding, giving adequate feedback, asking for clarification,
repetition, using synonyms and descriptions, or make use of contextual cues to understand the
meaning of unfamiliar language.

• Participating with appropriate confidence and clarity refers to learners’ ability to communicate
effectively with appropriate fluency, confidence and pace. This may include using appropriate tonal
and structural variation, facial expression and eye contact as well as an ability to structure content.
This includes organising content in texts and presentations clearly and in a logical manner. It
involves the ability to make use of organisational patterns and cohesive devices to create coherent
and cohesive texts.

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 Communication Skills Descriptors
In this section, we have provided some examples of Skills Descriptors which detail what learners can
be expected to do for each competency by the end of that stage of the learning journey. These Skills
Descriptors will vary in their suitability for learners in different contexts, and so are provided as a
starting point in the development of a curriculum, programme or assessment system.

The Skills Descriptors at each level generally assume that the learners have developed the skills at
a previous stage of learning, although this is not true of the Higher Education and At Work stages,
which are treated as being in parallel.

STAGE OF COMPETENCIES SKILLS DESCRIPTORS

LEARNING

PRE-PRIMARY Using appropriate • Understands and carries out basic instructions for class/school.
language and • Expresses basic likes/dislikes and agreement/disagreement.
register for • Uses simple, polite forms of greetings, introductions and farewells
context (e.g. saying hello, please, thank you, sorry).
• Adjusts language for playing roles (e.g. teacher, an animal, a character from
a story).

Managing • Listens while others are talking.

conversations • Shares and takes turns when speaking.
• Responds appropriately to questions.
• Uses basic communication strategies, such as asking for repetition or making
a self-repair, in a very simple way.
• Speaks with clarity and participates in group activities.

Participating • Asks and answers simple questions.

with appropriate
confidence and
clarity

PRIMARY Using appropriate • Talks about their day, their family, their interests, and other topics suitable
language and for primary school.
register for • Knows how to ask for permission, apologise, and make requests and
context agree/disagree.
• Uses polite forms of greeting and address and responds to invitations,
suggestions, apologies, etc.
• Changes sound level and pitch when doing drama or acting a role in a play.

Managing • Knows how to take turns appropriately in a conversation.

conversations • Knows how to interrupt someone politely.
• Uses reformulations and modifications to overcome communication gaps.
• Asks for clarification when communication is difficult.
• Shares ideas with a peer before writing and speaking tasks.

Participating • Contributes in lessons by asking questions, attempting responses, explaining

with appropriate understanding.
confidence and • Shares his/her thoughts with others to help further develop ideas and solve
clarity problems.
• Can tell a story or describe something in a simple way.
• Uses simple connectors such as ‘and’, ‘but’, ‘because’ to link groups of words.

SECONDARY Using appropriate • Uses appropriate forms of address, greetings, and farewells.
language and • Knows how to present points clearly and persuasively.
register for • Uses language for effect (exaggerations, cleft sentences).
context • Knows what language is more appropriate for friends and unfamiliar persons.
• Understands which topics are appropriate for conversation (or not) in
different contexts.

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STAGE OF COMPETENCIES SKILLS DESCRIPTORS
LEARNING

Managing • Uses appropriate language to negotiate meaning:

conversations – to show understanding;
– to signal lack of understanding;
– to seek repetition;
– to seek clarification;
– to control speed, volume of interlocutors’ speech;
– to check own understanding;
– to check interlocutors’ understanding.
• Can use simple techniques to start, maintain and close conversations of
various lengths.
• Uses appropriate strategies to deal with language gaps:
– signalling a gap;
– appealing to interlocutors for assistance;
– using non-linguistic means (e.g. pointing, drawing);
– using an appropriate synonym;
– guessing / coining a ‘new’ item from existing knowledge of words /
morphemes;
– paraphrasing (e.g. superordinate + post-modifier).
• Invites contributions for interlocutors in a conversation.
• Uses appropriate strategies to develop a conversation (e.g. showing
interest, giving non-minimal responses, asking follow-up questions).

Participating • Speaks with suitable fluency.

with appropriate • Writes at a suitable pace.
confidence and • Starts and manages conversations with confidence.
clarity • Speaks effectively with unfamiliar persons.
• Uses facial expressions and eye contact appropriately.
• Can develop a clear description or narrative with a logical sequence of points.
• Uses a number of cohesive devices to link utterances/sentences into clear,
coherent discourse.

HE STUDENT Using appropriate • Is aware of differences in communication styles, between individuals and
language and between cultures.
register for context • Is aware of how suitability of topics can vary according to context and
culture.
• Expresses a point of view, elicits and responds to others’ points of view
politely.
• Puts across a point of view persuasively, backing up with evidence and
anticipating counter-arguments.
• Can express themselves with clarity and politely in a formal or informal
register, appropriate to the situation and the person concerned.

Managing • Can engage in a discussion on different topics using appropriate language.

conversations • Knows how to finish a message when lacking key language by describing,
using gestures, and alternative terms.
• Takes shared responsibility for negotiation of meaning.
• Anticipates possible sites of communication breakdown in an interaction.

Participating • Participates actively in discussions/debates on topics of interest.

with appropriate • Uses tonal and structural variation to engage listeners/readers.
confidence and • Presents their point of view in a task with no preparation.
clarity • Structures and manages spoken and written text in terms of thematic
organisation, coherence and cohesion, styles and register, logical ordering.
• Supports and expands main points with details, examples and provides an
appropriate conclusion.

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 STAGE OF COMPETENCIES SKILLS DESCRIPTORS
LEARNING

AT WORK Using appropriate • Can adapt register to different types of interlocutor (i.e. colleagues,
language and managers and customers).
register for context • Keeps a discussion moving by periodically summarising and moving to
next topic.
• Sums up the outcomes of a discussion and elicits confirmation.
• Can communicate effectively with speakers in their community and speakers
of the target language taking into account sociocultural and sociolinguistic
differences.
• Varies sentence patterns to achieve effect for argument, emphasis and
humour when speaking or writing.
• Draws on a range of discourse functions to gain others’ attention or to make
an important point.

Managing • Interrupts a colleague appropriately in a meeting.

conversations • Changes topic of conversation in an appropriate way.
• Chairs a meeting.
• Paraphrases/summarises the interlocutor’s speech to check comprehension.
• Can initiate, maintain and end conversations effectively and appropriately.
• Takes part in conversations and discussions by using appropriate language
with effective turn-taking.
• Can use context to understand unknown language.
• Asks for clarifications, re-formulations, examples when lacking key language.
• Provides constructive feedback.
• Give suggestions and contributes ideas during communications of various
types.

Participating • Proposes courses of action, elicits and responds to others’ proposals politely.
with appropriate • Organises and executes spoken and written forms of communication
confidence and effectively:
clarity – can write effective emails
– can write business letters
– can do presentations
• Creates coherent and cohesive texts making appropriate use of a variety of
organisational patterns and a wide range of cohesive devices.

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Practical Guidelines for teaching
Communication Competencies
Introduction
In an increasingly interconnected world, communication is an essential skill that enables us to get our
ideas, needs and feelings across to others in meaningful, useful ways. It allows us to access information,
opportunities and develop relationships. In the language classroom, learners need extensive practice
and feedback in order to use new language confidently and fluently.

This is often facilitated through productive, communicative activities like asking and answering drills,
role-plays and the multitude of activities that require learners to engage with one another in order to
get or share information. Due to their communicative nature, these activities also present an opportunity
to work with, and develop, Communication competencies.

Learners reach for communication strategies during many classroom activities because of an inherent
need for them. Not having these strategies to draw upon may result in learners hitting communicative
blocks more frequently and being less able to benefit from time spent in the classroom. Communication
strategies have a broad range of benefits for language learners within the classroom and beyond.
The advantages afforded by the ability to continue with a speaking task despite not knowing key
vocabulary, to avoid misunderstandings by checking what has been said, or to tell more engaging
stories, are significant for individual learners and the groups they are part of.

Learners and teachers benefit from developed communication skills by:

• expressing themselves appropriately and enabling a positive, productive learning environment;
• being more able to collaborate effectively with others;
• being more able to take more responsibility for their learning, articulate their needs, access
information and support;
• being more able to engage in and benefit from communicative language practice activities;
• increased motivation as a result of success in communicative activities.

Ben Knight,
Director for
Language
Research,
Cambridge
University Press

9
10
Suggestions for classroom practice
YOUNG LEARNERS
Learners at this age tend to be more communicative generally – they can be confident and motivated to
speak – but often lack the skills to work more effectively together in groups. Raising learners’ awareness of
effective communication strategies, and engaging in tasks that promote these skills, are key to supporting
young learners in this area.

Ground rules for classroom communication

1. Speak clearly
2. Listen carefully
3. Ask questions
4. Show you’re interested – nod, smile, keep eye-contact
5. Say if you don’t understand something – use phrases like:
a. Sorry, could you please repeat that?
b. I’m sorry, I don’t understand. Could you explain, please?
c. Could you speak more slowly/loudly, please?
6. Wait for your turn to speak

Young learners can be introduced explicitly to these communication strategies as outlined in the
Cambridge Life Competencies Framework. This could involve useful language and phrases for different
contexts. An example is setting some ‘ground rules’ for classroom communication amongst peers or
between learners and teachers, such as in the image above.

These ‘ground rules’ can be made more meaningful to learners if they are decided together as
a whole class.

For promoting communication in the classroom, storytelling is a useful method that can be exploited in
numerous ways. For example, introducing young learners to greetings, making polite requests or asking for
permission. The context provided by a well-chosen story can help convey the meaning of useful phrases.
Further questions can establish the situations in which they are used, supporting the child’s developing
awareness of language function and register.

Primary learners could also practice retelling the story to develop the competency participating with
appropriate confidence and clarity. By adding a self- and peer-assessment element to this activity, you
are providing learners with the motivation to retell the story accurately and clearly. This type of assessment
can also help to develop receptive skills and learner independence. The success of this approach depends
upon the establishment of clear, appropriate and achievable success criteria and the ability to review
learner output. The ability to record and listen back to their answers using digital tools (e.g. tablets) can
support this.

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 TEENAGE LEARNERS
Motivation is a key factor for engaging learners in communicative activities at this age, and it will be
important for activities to have a clear communicative purpose and include topics that are of interest to
the learners. One way of doing this is to create and look for situations in which learners can be successful.
Teachers should monitor carefully in order to pick up on good learner-generated models which can be
acknowledged and shared to the benefit of the broader class – although care should be taken with teens
who may be more self-conscious.

For example, in a discussion about holidays, a learner who is observed to be actively listening and
developing conversation with a classmate by asking further questions about their trip could be praised by
the teacher. The experience could then be discussed (use questions such as ‘What did they find out?’, ‘Was
it interesting?’) and shared with the class and extended to a whole class activity.

Learners should be encouraged to notice communication strategies used in a variety of texts as a way
of developing them in their own speaking and writing. Ideally teachers should choose texts that contain
multiple examples of the strategy being focused on. They should ensure the texts are appropriate for the
age, interests and learners’ language level so learners can focus on the strategy rather than struggling with
trying to understand what is said or written. Where possible, teachers can make use of teachable moments
and highlight examples of unprompted and effective communication strategy use in the classroom – these
are often both meaningful and memorable for learners. Here is an example:
• Learners work towards an understanding of appropriate forms of address and salutations in emails
by analysing a selection of models. This analysis could involve reading tasks that focus them on the
relationship between writer and recipient, the email’s purpose and the phrases used.
• Learners then write their own emails based on what they have learnt from the models.

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A motivating sense of progress can be provided by encouraging learners to record themselves (if
comfortable doing so) during tasks. Learners could be asked to speak about a topic, for example, their
hobby, for a particular length of time with suitable fluency, using fillers to reduce excessive pausing.
Learners record themselves using a device (e.g. a smartphone), listen back and self-assess. After self-
assessing their performance, teachers could get learners to identify areas of focus before repeating the
process. Finally, they prompt learners to reflect on their performance with questions such as the following:

1. What were you happy with?

2. What difficulties did you face?

3. How did you overcome these?

As an extension, learners could then re-record themselves to build on weaker areas. Learners could also
engage in peer-assessment based on the recordings. Encouraging learners to share and offer each other
advice provides the basis for further speaking and language practice while establishing a supportive
learning environment.

ADULT LEARNERS
Adults often have a higher level of communicative competence in their first language and experience
of communicating effectively in a broader range of situations, and therefore bring this experience with
them to the language classroom. This can mean that they may have more to learn from one another. For
example, by carefully monitoring as learners role-play a meeting, the teacher may be able to identify and
facilitate the sharing of effective ways of making suggestions and offering opinions among learners.

Teachers should help learners to notice communication strategies being used in context. Potentially
useful models exist wherever there is communication, so there should be no shortage of choice. Potential
sources include:
• Course book texts and recordings • Stories and books (digital or print)
• Films and television • Naturally occurring learner interaction
• Podcasts, radio and audio books • The teacher
• Real-world audio recordings

Useful communication strategies can be highlighted with effective questioning. For example, a teacher
helping adults on an English-for-work course may pause a recording of an interview to ask about
the impression given by an interviewee who is looking downwards and avoiding eye contact with an
interviewer (be prepared to highlight cultural differences). Additionally, teachers can ask questions or
design tasks that lead learners to notice the strategy, the way it is used and its effect.

13
 Teachers should provide any phrases or language structures needed to use a communication strategy
which help learners manage conversations. This language can be identified when first modelled, practised
and then displayed (on the board or on worksheets being used – see example below), so it can be
referred to, if necessary, during an activity. As learners will naturally stop referring to it when they no
longer need to, this is a simple way of ensuring individual learners receive the levels of support and
challenge they need.

Teachers should encourage the continued use of communication strategies by directing praise and
encouragement towards learners’ attempts to use communication strategies (even if unsuccessful). They
should also be specific in their praise and use this as an opportunity to reinforce the benefits and features
of specific strategies, eliciting these from learners where possible and appropriate.

Language for signposting

• Firstly, • It is well-known that …

• First of all, • In short,
• Secondly, • Finally,
• Furthermore, • To summarise,
• Another point is … • In conclusion,
• It’s important to remember that …

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GENERAL SUGGESTIONS
Communication skills are so inherently embedded within language teaching and learning; the question is
not so much whether they have a place in the language classroom, but rather, the extent and ways in which
teachers provide an overt focus on them.

Familiarisation with communication strategies

It should be noted that before spending significant amounts of time practicing particular communicative
strategies within classroom activities, it is helpful for learners to understand what these strategies are.
This understanding is important as it informs and supports subsequent attempts to use them. It can help
learners become more able to independently practise and reflect on their performance – rather than
relying on teacher feedback.

Allowing time
Once a strategy is established (what it involves, its potential benefits) and practised, learners will be better
placed to use it in later lessons, with increasing independence. This is a key point; time and effort may
need to be invested in developing learner recognition of communicative strategies which can initially
distract from other teaching and learning aims.

Including communication skills in everyday practice

It is important to note that existing learning activities and procedures can be adapted to accommodate
the development of communication skills. This is an approach and a process; one that needs to be
incorporated within communicative activities, with specific strategies revisited, honed and built upon;
doing so leaves learners better equipped for success in both the language classroom and the real world.

15
 Example of activities practising
Communication Competencies
PRIMARY Competency: Participating with appropriate confidence
Power Up Level 4, page 61, and clarity
ISBN 9781108414661
Skills Descriptor: Uses simple connectors such as
‘and’, ‘but’, ‘because’ to link groups of words.

5
Language practice 2

1 2.34 Listen and choose the correct picture.

1 What clothes do George and Grandpa talk about?
A B C

2 What have George and his parents decided to do tomorrow?

A B C

2.35
Grammar spotlight

The weather’s really cold, so we have to wear warm clothes.

Today we couldn’t go skiing because it was foggy.

2 Match to make correct sentences. Write the sentences.

1 There was a bad storm, … a because there was a lot of snow.
2 They were wearing warm clothes … b so we could go sledging.
3 It snowed heavily, … c so we couldn’t play in the park.

STAGE 2
Draw a map with weather symbols.
In groups, draw a map of the country you chose.
Draw the weather symbols on your map for a day in winter. My
The weather in the north is foggy It’s snowy in the east because
and cold because it’s near the sea. there are mountains. diary
Activity Book
page 56

Conjunctions: so and because 61

16
 Competency: Using appropriate language/register for context
SECONDARY
Open World Preliminary, page 123, Skills Descriptor: Knows what language is more appropriate for
ISBN 9788490365601 friends and unfamiliar persons.

4 Look at these pairs of sentences. Decide which

WRITING sentence in each pair sounds more polite and is
more suitable for formal conversations, letters
A FORMAL EMAIL and emails.
1 Lots of schools and colleges offer evening and 1 a Is all the equipment provided?
weekend courses to the public. Have you ever done a b I’d like to know if all the equipment is provided.
course in your free time? What did you study? What 2 a How much does the course cost?
would you like to learn: a sport, a musical skill or an b Please tell me how much the course costs.
art or craft? 3 a When will the course take place?
b Please could you let me know when the course
2 Look at this advertisement and email and tick the
takes place?
things that Anna wants to know.

1 how much the course costs 5 Change these direct questions into indirect
2 if the next course is fully booked questions.
3 if she needs to bring her own camera 1 When does the course start?
4 when the course will take place I’d like to .
5 if you need to have experience to do the course 2 Is accommodation provided?
Please could you tell ?
Queenswood Hall 3 Can under-18s do the course?
I’d also like to .

Photography 4 How should I pay for the course?

Please let me .
Courses 6 Look at this advert and notes. Write an email to Mr
Learn the latest photography
techniques from the experts! Collins asking him for the information in the notes.
Every weekend during July and August How can I
£250 get there?
For more information contact including
ROCK VALLEY
RACE TRACK
Jenny Bolton accommodation

[email protected]

LEARN TO DRIVE A RACING CAR!

Half-day and full-day driving courses with
Dear Ms Bolton, qualified professional instructors
I am writing to enquire about the photography courses No experience needed
at Queenswood Hall.
Please could you tell me if all the equipment is
provided? I’d also like to know if the courses are For more details contact Steve Collins
suitable for beginners. [email protected]
Finally, please could you let me know if there are still Is there a
places available on next weekend’s course? minimum age What are the prices?
I look forward to hearing from you. for students?
Yours sincerely,
Anna Rossi

3 Look at Anna’s email again and find

the phrases which she uses to:

1 start the email with a formal greeting

2 explain her reason for writing
3 ask for information
4 ask for additional information
5 end the email

UNIT 9 ALWAYS LEARNING 123

17
 Competency: Using appropriate language/register
for context
ADULT
Skills Descriptor: Expresses a point of view, elicits
Prism Level 1 Listening and Speaking, and responds to others’ points of view politely
page 54, ISBN 9781316620946

4 Complete the dialogue with the suggestion sentences and questions

from Exercise 3. Try not to use the same expression more than once.
Man: This festival is fantastic. What do you want to do first?
Woman: (1) we go to the food tent? I’d like to get some pizza.
Man: OK. Good idea. After that (2) visiting the art
exhibition? I’d like to see some of the paintings.
Woman: Yeah, that sounds good. Then we (3) go and do a
singing workshop.
Man: Oh, I’m not sure that’s a good idea. I’m a terrible singer!
Woman: OK, well (4) listening to the talk on poetry instead?
Man: Yeah, I’d love to! That’s a great idea!
Woman: What (5) we do after that?
Man: Well, by then we will probably need to go home!
Woman: Hmm, I might want to see other things. How about we look at
the gift shop after?
Man: Sure! That sounds good.
5 Work with a partner. Read the dialogue aloud. Did you choose the
same phrases?

AGREEING AND DISAGREEING

SKILLS

When responding to suggestions it is important to be polite, whether you

agree or disagree with the suggestion. When people reply with yes, it is rarely
on its own. When people reply with no, they often add other words to make
the meaning softer.
Yes: That’s a great idea! No: I’m not sure that’s a good idea.

6 Look at the dialogue in Exercise 4. Underline the two ways to say “no”
and highlight the five ways to say “yes” to the suggestions.

SPEAKING TASK
Choose a group of events from a festival and persuade your group
to go to them.

PREPARE
1 Look at the events in Exercise 1 and your table in Exercise 2 in
Critical Thinking. Add any new information to your table.

54 UNIT 2

18
Further reading
Here are a number of books or articles that you could also look at:

Canale, M. (1983). From communicative Council of Europe. (2001). Common Hymes, D. (1972). Models of the
competence to communicative European Framework of Reference for interaction of language and social life.
language pedagogy. In J. C. Languages (CEFR). Available at https:// In J. J. Gumperz & D. Hymes (Eds.),
Richards & R. W. Schmidt (Eds.), www.coe.int/en/web/common-european- Directions in Sociolinguistics: The
Language and communication framework-reference-languages/home Ethnography of Communication. New
(pp. 2–27). London: Longman. York: Holt, Rinehart and Winston.
Dörnyei, Z (1995). ‘On the Teachability
Cenere, P., Gill, R., Lawson, C., & of Communication Strategies’, Kellerman, E. (1991). ‘Compensatory
Lewis, M. (2015). Communication skills in TESOL Quarterly Vol. 29, No. strategies in second language
for business professionals. Victoria, 1 (Spring, 1995), pp. 55-85 research: A critique, a revision,
Australia: Cambridge University Press. and some (non-) implications for
Dörnyei, Z., and Scott, M. L. (1997). the classroom’, in R. Phillipson, E.
Celce-Murcia, M., Dornyei, Z., & Communication Strategies in a Kellerman, L. Selinker, M. Sharwood
Thurrell, S. (1995). Communicative Second Language: Definitions and Smith, & M. Swain (Eds.), Foreign/
Competence: A Pedagogically Motivated Taxonomies. Language Learning, second language pedagogy research:
Model with Content Specifications. 47(1), 173–210. https://doi. A commemorative volume for Claus
Issues in Applied Linguistics, 6(2). org/10.1111/0023-8333.51997005 Færch, (Multilingual matters (Series);
64). Clevedon: Multilingual Matters.
Halliday, M. A. K. (1973). Explorations
in the functions of language // M.A.K.
Halliday. London: Edward Arnold.

Claire Dembry,
Principal Research Manager,
Cambridge University Press
You can find information about the other
competencies in The Cambridge Life
Competencies Framework at
cambridge.org/clcf

✓ Collaboration
✓ Communication
✓ Creative Thinking
✓ Critical Thinking
✓ Emotional Development
✓ Learning to Learn
✓ Social Responsibilities