The implications of the social action-oriented approach on knowledge management in didactics of languages-cultures: from communicative competence to informational competence

2009c-en. To be published in June 2025.

Abstract

This article argues the need, in the context of implementing the social action-oriented approach, to move from communicative competence to “informational competence”, or the ability to act on and with information as a responsible social actor. Using an analysis of the text and several competency level grids of the 2001 CEFR, he shows that their authors stuck to the information-communication paradigm, whereas a shift to the information-action paradigm would have been necessary. It concludes with a series of implications: evolution of the conception of the didactic unit, evolution of the conception of culture, shift from simulation to convention, and finally evolution of the conception of the discipline “didactics of languages-cultures” itself, which must move towards class sequences conceived on the basis of interdisciplinary projects. French original publication (2009): "Les implications de la perspective de l’agir social sur la gestion des connaissances en classe de langue-culture : de la compétence communicative à la compétence informationnelle" (2009c)