Acceso usuarios
This work is based on the need to complement the definition of discourse competence offered by the Common European Framework of Reference for Languages (CEFR) (2001) and its Companion Volume (2020), as it is insufficient to address contemporary digital communicative practices.
We therefore propose a revision of the competency framework that integrates five key dimensions: multimodality, transmedia interactivity, digital identity management, critical analysis of sources and sociopragmatic appropriateness in virtual environments. The proposal is based on theoretical advances in media literacy (Pérez-Rodríguez & Ponce, 2012) and digital literacies (Vázquez-Calvo & Canale, 2025), establishing a bridge between linguistic tradition and new communicative practices.
Likewise, fifteen descriptors are presented that collect communicative exponents in Spanish language related to these dimensions, organized according to CEFR proficiency levels (A1-C2). The study concludes with a proposal for an evaluation grid that allows the application of this extended discursive competence to teaching practice and to the design of teaching/learning materials for Spanish as an additional language.
