Table of competences

This is to present the entirety of what we think of as general competences and whose development seems particularly encouraged by the implementation of pluralistic approaches.

It should be emphasized that this is not an exclusive relationship: those same competences - in some of their aspects - can also be developed by other approaches. While conversely pluralistic approaches can also contribute to the development of general competences, they most likey contribute in a less decisive way.

Competences which activate knowledge, skills and attitudes through reflection and action
- valid for all languages and cultures;
- concerning the relationships between languages and between cultures.

C1 Competence in managing linguistic and cultural communication in a context of otherness		C2 Competence in the construction and broadening of a plural linguistic and cultural repertoire
C1.1 Competence in resolving conflicts, overcoming obstacles, clarifying misunderstandings	C1.2 Competence in negotiation	C2.1 Competence in profiting from one's own inter-cultural / inter-language experiences	C2.2 Competence in applying more systematic and controlled learning approaches in a context of otherness
C1.3 Competence in mediation	C1.4 Competence of adaptability
	C3 Competence of decentring
	C4 Competence in making sense of unfamiliar linguistic and/or cultural features
	C5 Competence of distancing
	C6 Competence of critical analysis of the (communicative and/or learning) situation and activities one is involved in
	C7 Competence in recognising the "other" and otherness

For an explanation, see the first document “FREPA – Competences and resources” (p. 21).

Pluralistic approaches are ...
	... useful
	... important
	... essential
... for the development of this resource.