THE VALUE OF NON-LINGUISTIC COMPETENCES: LEARNING ENGLISH FOR BETTER EMOTIONAL AND SOCIAL WELLBEING

Abstract

There is a growing body of research on language didactics that recognizes the potential of innovative methodologies, which may develop both linguistic and non-linguistic skills of language learners. In CEFR Companion Volume (2020), traditional language competences (listening, reading, speaking and writing) have been re-defined and replaced by four modes of communication: reception, production, interaction and mediation. Such a shift in language teaching has proposed an idea that language learning is much more than developing the linguistic competence of the target language; in particular, a variety of non-linguistic skills may contribute to one’s better cultural, social or emotional well-being, higher self-esteem, career opportunities and acculturation in a host country. Therefore, attempts have been made to measure language students’ non-linguistic achievements, trying to examine the added value of such innovative teaching. The current study aims at: (1) exploring the experiences and needs of language students of Vytautas Magnus University (VMU), Lithuania in regard to the development of non-linguistic competences; (2) analyzing what non-linguistic skills research participants need for a successful integration into the global multilingual society and better individual wellbeing; (3) overviewing the potential of mediation and Tandem language learning as useful methodologies to improve students’ non-linguistic skills. To achieve the research aims, a quantitative research methodology was applied and short semi-structured interviews were conducted with three samples: (1) 256 VMU students from different faculties and study-years; (2) 23 ESOL students from Boston English Academy, Great Britain and 15 students of the Lithuanian language for foreigners, delivered at VMU (mediated language lessons) and (3) 14 Tandem participants (learning Ukrainian or Lithuanian). This study has identified that international students, economic or war migrants need a number of cognitive, social and emotional non-linguistic skills for a successful integration into a host country and the preservation of their national identity, language and culture. Current research has revealed that mediated language teaching has a great potential to help develop these non-linguistic competences and become a useful tool of learning a foreign language and improving personal, intrapersonal, social, cognitive or emotional non-linguistic competences. Finally, the research has proved that such non-linguistic competences, as empathy, mediation skills, intercultural competence, ability to summarise information and tolerance have been developed during Tandem language learning.