In this topic, we present research (Esdal L., Education Evolving Report, 2018) that is recognised as important and meaningful for foreign language learners of all ages, to succeed in the academic, employability, civic participation context and in their life in general – and it is also relevant to learners, families, communities, educators, and employers.
8.1.1. Key competency domains
Bearing in mind that different communities carry various ethnic, racial, cultural, linguistic, social, economic, and ideological backgrounds, Esdal suggests that the following four domains are valued in most communities. Despite the many differences we invite all to an inclusive, competences-oriented context of definition.
- Content Competencies Domain (or otherwise encountered as foundational knowledge)
The key competencies in this domain are: Academic disciplines such as comprehension of language, arts, and social studies, including knowledge about a range of cultures and backgrounds; Self, cultural, and global knowledge such as comprehension of one’s personal background and ancestors, cultures and mindsets that differ from one’s own, macro-level global trends and languages of the world; and Technology and media literacy meaning how to browse through limitless information pieces on the internet and at the same time to be able to evaluate credibility, and utilise technology and its products, for creating and communicating information.
Regarding this domain, the evidence stems from the principle that higher mental processes are based on foundational content knowledge, that is numeracy and literacy.
When assessing this domain by standardised tests in reading and mathematics, one can observe an immediate correlation with success in other life domains. Yet, others advocate that success in tests can also be attributed to skills co-existing with content knowledge and academic abilities, namely study skills, persistence, short term memory, as well as those correlating with other aspects, such as socioeconomic status.
- Cognitive Competencies Domain (or otherwise encountered currently as 21st century skills i.e., “the Four Cs”)
The key competencies in this domain are: Critical thinking, that is, conceptualizing = analysing = synthesizing = evaluating all information collected when and while absorbing, experiencing, reflecting and reasoning the external environment—and utilising that input into taking action; Creativity (also encountered as innovative mindset) such as using imagination, original or out of the box thinking to complete tasks, find solutions, create works of art, or improvise inventions; and Communication, meaning having writing, speaking, listening, and other nonverbal skills to communicate with others.
Champions of this domain advocate for the versatility of intelligence, and the fact that when encouraging and supporting positive mindsets, overall competency in this domain can be empowered. Esdal points to the narrative that competencies in this domain depend largely on context (i.e., they do not “transfer” very well across fields), which then stresses the value of creating and implementing teaching experiences, that enhance both Cognitive Competencies and Content Competencies at the same time.
- Social-Emotional Competencies Domain (or otherwise encountered as soft skills)
The key competencies in this domain are: Self-efficacy, demonstrating belief and confidence in one’s ability to be accomplished with a situation, task, activity, or aspiration; Positive self-image (also called hope, positive identity), demonstrating a positive self-image of who one is, including the multiple facets of one’s identity, and what will be in one’s future; Growth mindset, the conviction that intelligence and ability are versatile, and that one can make an effort to improve over time; Curiosity (also called intrinsic motivation), showing an intrinsic desire to acquire knowledge about and explore the world; Self-awareness (also called mindfulness), the capability to identify one’s emotions, thoughts, values, and behaviours—and how they relate with others; Self-management (also called self-regulation), the capability to handle one’s sensitivities, thoughts, and conduct in various circumstances; Perseverance, the ability to stay on task in working towards a resolution or goal, in spite of impediments; Social awareness (also called empathy), the ability and desire to comprehend fully and deeply the experience and emotions of others, especially those from different cultural contexts from one’s own; Relationship skills (also called social skills). The ability to create and sustain healthy and fulfilling relationships with others; Collaboration (also called teamwork), to collaborate productively with others for a common goal or objective; Generosity (also called civic responsibility), a conviction that everybody matters, and a commitment to service of one’s community, environment, and the world.
Teaching for learning in this domain, should underline comprehension and take into account how people coming from diverse backgrounds might view and value these competencies in different ways. Esdal suggests that competencies in this domain can be easily moulded and are not fixed, they can be further improved by learning experiences and interventions, assist learning in other domains, and are related with achievement in more areas of academic performance, career, civic participation, and life.
- Navigational Competencies Domain (or otherwise encountered as practical skills)
The key competencies in this domain are: Exploration and planning skills, investigating and recognizing interests, exploring possible future careers and pathways, and targeting long-term life goals; Opportunity seeking skills, Applying to college and for financial aid, seeking scholarships, searching for jobs, and doing job interviews; Social capital skills, nourishing networking, scouting for mentors, and investing on one’s social capital to search for and pursuit opportunities for professional upgrowth; Practical life skills, handling money and financial literacy, finding a place to live, organising a healthy diet, and taking care of one’s physical and mental health.
Most evidence for this domain, derives from evaluations of programs that successfully help learners develop and improve skills in this domain, and from studies suggesting impediments, like complicated admissions and financial aid forms, appear to be particularly important to some learners and their environment. Globalization and technological advancements have increasingly become a driving factor for focusing on the development of competences in this domain, since they have increased the rate people change jobs and careers, therefore, influencing economic mobility.
