BEING COMPETENT IN FOREIGN LANGUAGES IN THE DIGITAL AGE

Abstract

This study proposes an update to the concept of communicative competence in second and foreign language teaching and learning, as well as an update to the definition of language mastery in the digital age. This update explicitly incorporates the digital channel as a constitutive dimension of the communicative act. Through a critical analysis of the primary classical models, from Hymes and Canale to Swain and the Common European Framework of Reference for Languages (CEFR) and its Complementary Volume, the limitations of these frameworks in accurately representing discursive practices in digital environments are revealed. Rather than being merely technical and instrumental support, the digital channel is conceived as a complex semiotic space with specific characteristics, such as multimodality, asynchrony, and hypertextuality, that require differentiated skills. As an original contribution, the study proposes a three-channel model of communicative competence (oral, written, and digital) that integrates linguistic, strategic, discursive, sociopragmatic, multimodal, and intercultural dimensions, as well as the most recent contributions of multimodality theory and digital competence frameworks. This model moves beyond an instrumental conception of information and communication technologies (ICT) toward a theoretical and pedagogical redefinition of linguistic mastery in the digital age. It involves redesigning learning objectives, incorporating digital discourse genres into the classroom, systematically assessing digital communication skills, and training teachers in multimodal and critical literacy. These changes facilitate a more contextualized and inclusive language-teaching approach better suited to the challenges of the 21st century.