ABSTRACT
This chapter focuses on how the framework of Multiplicity can serve as a meta awareness tool for implementing communicative competence in educational settings to the benefit of both the learner and the teacher. It considers another potential benefit of the framework as a tool for meta awareness: how the framework of Multiplicity can be used in teacher education and professional development to explore what theories of Language Education do and do not offer the learner and the educator. The chapter explains how Howard Nicholas and Donna Starks model provides a way for teachers and learners to work together in developing awareness of both needs and possibilities within the communicative repertoire. It argues that any meaningful view of interaction and communication has to have as its core an attempt to grapple with the incommensurable bridging relationship. The chapter provides a means through which language educators and applied linguists can engage in productive dialogue across their legitimate disciplinary differences.
