Dialogical self
Inspired by the original ideas of William James and Mikhail Bakhtin, Hubert Hermans, Harry Kempen and Rens van Loon wrote the first psychological publication on the "dialogical self" in which they conceptualized the self in terms of a dynamic multiplicity of relatively autonomous "I"-positions in the (extended) landscape of the mind. In this conception, the "I" has the possibility to move from one spatial position to another in accordance with changes in situation and time. The "I" fluctuates among different and even opposed positions, and has the capacity to imaginatively endow each position with a voice so that dialogical relations between positions can be established. The voices function like interacting characters in a story, involved in processes of question and answer, agreement and disagreement. Each of them have a story to tell about their own experiences from their own stance. As different voices, these characters exchange information about their respective Me's and mines, resulting in a complex, narratively structured self.
Communicative language teaching
In 1966, linguist and anthropologist Dell Hymes developed the concept of communicative competence. Communicative competence redefined what it meant to "know" a language; in addition to speakers having mastery over the structural elements of language, they must also be able to use those structural elements appropriately in a variety of speech domains. This can be neatly summed up by Hymes's statement, "There are rules of use without which the rules of grammar would be useless." The idea of communicative competence stemmed from Chomsky's concept of the linguistic competence of an ideal native speaker. Hymes did not make a concrete formulation of communicative competence, but subsequent authors have tied the concept to language teaching, notably Michael Canale. Canale and Swain (1980) defined communicative competence in terms of three components: grammatical competence, sociolinguistic competence, and strategic competence. Canale (1983) refined the model by adding discourse competence, which contains the concepts of cohesion and coherence.