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Convinced that we should not be subject to any specific approach, since each L2 classroom has special needs, I prefer the eclectic methodology to any other, taking the positive from all approaches and offering what the student needs when they need it while the teacher exercises a mediator role.

We will be based on a Notional-functional approach, with an Integrated Language Curriculum (CLI) in which each of the topics will deal with specific competences. We will organize these topics through a sequence of carefully linked units that will revolve around a theme and that will consistently lead to the achievement of an objective (or action) through tasks and activities, prepared to cover the four skills (reading, writing, listening and speaking).

These suggestions would serve the 6 levels established in the Common European Framework of Reference (CEFR). And although we develop it thinking about its use in the classroom, we take into account the heterogeneity, both of needs and learning styles and the distribution of the workload, we do not neglect that, in addition, it will be used in self-learning (e-learning) or classes mixed (b-learning).

I want to stress that we are not creating content to learn languages but creating content to teach languages. This difference can appear to be trivial, but the making of decisions plays a fundamental role in the way in which content is provided.



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