In this volume a range of authors from different international
contexts argue that the notion of communicative competence in
English, hitherto largely referenced to metropolitan native-speaker
norms, has to be expanded to take account of diverse contexts of
use for a variety of purposes. It also discusses the popular belief
that language and literacy should simply be regarded as a technical
'skill' which confers universal benefits and that it should be
replaced with a social practice view that recognises situated
variations and diversity. This volume, we believe, provides a
reference point for extended research and practice in these areas
that will be of interest to wide range of people engaged in
language and literacy education.
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