The foreign language is to be valued both as a tool and as a means through which communication is possible, so that the relationship with other cultures and countries is facilitated and encouraged, accepting difference and excluding bias. In this way, our educative practice must be clearly based on a communicative approach as well as on the use of functional language. Both concepts make reference to an educative practice that takes into account the socio-linguistic reality of our students and is also based on the idea of the student’s development of communicative skills and abilities which are useful in becoming competent in the English language in any possible situation of modern life. This idea is so closely related to the Common European Framework of Reference for Languages (CEFR) notion of communicative language competence as comprising three components: linguistic, sociolinguistic and pragmatic.
Carmen Nieves López Padrón