The first is Widdowson's [Widdowson, H. G. (1983). Learning purpose and language use. Oxford Oxford University Presss.] idea of capacity in relation to the development of a discourse competence in written English.
In his ICC model, Byram (1997) points out that IC, which relates to other competences, namely linguistic competence, sociolinguistic competence and discourse competence, consists of five elements such as attitudes, knowledge, skills of interpreting and relating, skills of discovery and interaction, and critical cultural awareness/political education.
It consists of language competence (linguistic, sociolinguistic, and discourse competence) and intercultural competence (attitudes, knowledge, skills, and awareness) that help one to be able to successfully integrate in a multicultural society (adapted from Bennett & Bennett, 2004; Byram, 1997; Fantini, 2001; Sinicrope et al., 2007).
The discourse on competence is rich and nuanced – able to inform training approaches in varied settings.
Although, there are already a lot of frameworks and discourses around digital competence, such general theoretical frameworks will not be sufficient as the digital competence develops (Calvani, Fini, Ranieri, & Picci, 2012; Janssen et al., 2013; Littlejohn, Beetham, & McGill, 2012).
Students become increasingly aware of discipline-specific features, they develop competence in discourse, and they become more precise in their use of language [ 66].
Typical arenas of ethical discourse that require ethical competences are the social spheres politics, law and recently S&T progress and related topics (for example, genetics, nanotechnology, human enhancement, nuclear energy and so on), debating and applying normatively laden issues such as precautionary principles, safety, distributive justice, responsibility, privacy and autonomy and so on.
Therefore, children must acquire competence in academic discourse in order to succeed in English-language schooling.
Infinitely many sentences belong to mathematical discourse, and to be competent with mathematical discourse involves having the competence to grasp these infinitely many sentences.
One of the assumptions underlying and unifying Schiffrin's analyses of discourse is that, above and beyond competence in the grammar of a language, human beings display broadly communicative competence.
By looking at the origins of the discourses on online education and on digital competence, we found that they derive from different stakeholders: while the discourse on online education originated from the management side at both HEIs, the discourse on digital competence derived from certain teaching staff at the two HEIs.
