ACADEMIC AND TRANSLINGUAL COMPETENCE AS AN INTEGRATIVE CONSTRUCT IN HIGHER EDUCATION: A THEORETICAL FRAMEWORK

The article establishes a theoretical framework treating academic competence and translingual competence not as adjacent capacities but as components of a single integrative construct. The problem arises from a contradiction observable in higher education practice: institutional language policy is predominantly monolingual, while the actual writing and speaking practices of students in multilingual settings are not. A conceptual and comparative analysis was conducted on a corpus of 58 scholarly sources published between 1980 and 2024, organised around four theoretical lineages - communicative competence theory, academic literacies, the translingual approach and sociocultural theory. Three results are reported. First, the lineages are shown to converge on the situated character of academic language but to diverge on whether the learner's first language constitutes a resource or an interference. Second, a five-component integrative construct is derived, comprising genre command, register control, conscious repertoire selection, metalinguistic reflection and rhetorical self-positioning. Third, the components are related to the disciplinary writing tasks through which they are realised. The framework provides the theoretical basis for the diagnostic instrument and instructional concept developed in subsequent stages.

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