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1
languages
5
tasks
needs
217
competence
secondary
experiential
eclectic
learning
exit
interests
10
235
217
ACTIVE
competences
competence
communicative
national
III
foreign
Legal
Framework
:
Royal
Decree
/
2022
,
dated
29th
March
,
dictates
the
curriculum
for
compulsory
education
.
Although
it
doesn't
endorse
a
specific
methodological
approach
,
it
supports
an
environment
,
facilitating
the
integration
of
various
and
the
attainment
of
the
desired
competences
and
profile
.
Annex
of
Decree
235
/
2022
,
dated
7th
December
,
in
its
section
on
,
aims
to
foster
,
enabling
students
to
express
themselves
,
interact
,
and
gain
intercultural
awareness
.
This
decree
advocates
active
methodologies
,
flipped
classroom
approaches
,
and
prioritizes
oral
over
written
skills
.
Both
RD
217
/
2022
and
Decree
235
/
2022
align
with
the
Common
European
Framework
,
advocating
methodologies
that
emphasize
-
based
learning
,
incorporating
diverse
,
contextualized
,
interdisciplinary
tailored
to
student
and
.
Regional
Decree
/
2022
,
in
accordance
with
RD
/
2022
,
sets
out
pedagogical
(
Article
5
)
and
methodological
(
Article
10
)
principles
guiding
pedagogical
practice
:
Article
highlights
the
integration
of
Key
Competences
through
projects
and
tasks
.
Article
suggests
METHODOLOGY
,
which
our
unit
adopts
.
2
Smith
Bruner's
dynamic
Vygotsky's
significant
Demonstrate
Rosenshine's
strategic
inclusive
competence
Universal
centred
Consolidate
learning
Connect
needs
Activate
active
interactive
Piaget's
approach
Alistair
Jerome
interactive
2
.
Methodological
Principles
Methodology
selection
should
be
based
on
learner
.
This
includes
principles
influenced
by
learner
traits
(
Basic
Principles
)
and
those
specific
to
foreign
language
teaching
(
Specific
Principles
)
.
2
.
1
Basic
Principles
Emphasizing
a
constructive
,
learner
-
teaching
,
as
advocated
in
Constructivist
learning
theory
(
1954
)
,
will
be
promoted
.
This
shift
from
traditional
teacher
-
led
methods
to
more
,
learner
-
focused
activities
acknowledges
the
role
students
play
in
constructing
knowledge
.
Key
to
this
approach
is
the
of
students
and
the
principle
of
,
as
posited
by
David
Ausubel
(
1960
)
,
which
links
new
knowledge
to
prior
understanding
.
Key
Competences
,
functional
tasks
,
student
engagement
,
and
motivation
are
integral
.
Incorporating
Barak
"
Principles
of
Instruction
"
(
2010
)
,
we
emphasize
effective
teaching
strategies
that
align
with
these
constructivist
principles
.
?
s
Accelerated
Learning
Cycle
(
1996
)
,
with
its
stages
of
,
,
,
and
,
supports
communicative
approaches
and
key
competence
development
in
line
with
Design
for
Learning
(
Meyer
,
Rose
,
&
Gordon
,
2014
)
.
Further
enhancing
this
methodology
is
Lev
Social
Constructivism
(
1978
)
,
which
underscores
the
importance
of
social
interaction
in
cognitive
development
,
advocating
for
collaborative
learning
environments
that
align
with
scaffolding
theory
(
Wood
,
Bruner
,
&
Ross
,
1976
)
.
These
environments
foster
understanding
through
shared
experiences
and
dialogue
,
crucial
in
a
student
-
centered
learning
framework
.
Combining
these
foundational
educational
theories
and
principles
,
the
methodological
approach
in
the
foreign
language
classroom
is
transformed
into
a
,
,
and
environment
.
This
environment
is
conducive
to
significant
,
meaningful
learning
experiences
that
are
responsive
to
individual
learner
needs
and
preferences
,
preparing
students
to
engage
effectively
with
the
complexities
of
language
and
communication
.
3
Selinker's
Learning
task
Krashen's
communicative
Stephen
real
Based
Michael
Language
Swain
traditional
task
Merrill
Ellis's
Hymes'
Communicative
cycle
awareness
post
active
Schmidt's
task
real
grammar
Task
world
world
linguistic
Dell
Richard
Teaching
Rod
pre
Canale
2
.
2
Specific
Principles
In
the
context
of
our
broader
discussion
on
methodology
within
our
teaching
program
,
the
evolution
of
language
teaching
methodologies
from
,
-
focused
approaches
to
more
dynamic
,
strategies
forms
the
cornerstone
of
our
pedagogical
approach
.
Central
to
this
transformation
has
been
the
adoption
of
(
CLT
)
,
an
approach
rooted
in
the
1970s
with
pioneering
concept
of
"
communicative
competence
.
"
This
paradigm
shift
,
further
developed
by
and
,
moved
language
teaching
beyond
mere
grammatical
accuracy
to
encompass
a
broader
spectrum
of
competencies
,
including
grammatical
,
discourse
,
sociolinguistic
,
and
strategic
skills
.
The
primary
focus
of
CLT
on
effective
and
appropriate
language
use
in
diverse
contexts
aligns
seamlessly
with
our
program
?
s
emphasis
on
practical
communication
skills
.
Building
upon
CLT's
foundation
,
our
teaching
program
integrates
the
principles
of
-
(
TBL
)
,
as
introduced
by
N
.
S
.
Prabhu
in
1987
.
Prabhu's
innovative
approach
,
through
the
implementation
of
-
tasks
rather
than
direct
instruction
,
champions
a
learner
-
centered
methodology
.
This
is
operationalized
through
a
structured
model
comprising
-
preparation
,
a
of
active
engagement
,
and
a
-
phase
of
reflection
.
Such
a
framework
not
only
aligns
with
but
also
enhances
the
communicative
goals
set
forth
by
CLT
.
Complementing
these
approaches
,
Noticing
Hypothesis
and
Consciousness
-
Raising
techniques
are
pivotal
in
fostering
an
environment
where
learners
actively
engage
with
and
become
aware
of
language
forms
.
These
methodologies
underscore
the
importance
of
learner
involvement
and
consciousness
in
acquiring
language
skills
.
Furthermore
,
Input
Hypothesis
,
advocating
for
the
provision
of
comprehensible
input
,
together
with
S
.
P
.
Corder's
Error
Analysis
and
Larry
concept
of
Interlanguage
,
enrich
our
understanding
of
the
language
learning
process
.
These
theories
highlight
the
constructive
role
of
errors
and
the
unique
,
evolving
linguistic
systems
of
learners
,
informing
our
approach
to
error
correction
and
feedback
.
In
the
light
of
these
assumptions
and
theories
,
we
have
constructed
our
teaching
plan
.
This
plan
is
a
carefully
curated
amalgamation
of
these
influential
methodologies
and
strategies
,
designed
to
cater
to
the
diverse
needs
of
our
learners
.
By
prioritizing
-
communication
,
learner
engagement
,
and
an
acute
of
language
forms
,
our
teaching
program
aspires
to
not
only
impart
linguistic
competence
but
also
to
equip
students
with
the
skills
necessary
for
effective
real
-
world
interaction
.
This
comprehensive
approach
ensures
that
our
teaching
methodologies
are
not
only
grounded
in
robust
theoretical
frameworks
but
are
also
pragmatically
aligned
with
the
evolving
demands
of
language
education
.
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