Promotion of the moral value of respect through a TBL speaking unit of work

Abstract

By observing the context in which the foreign language English is taught in the Colombian schools, it is possible to realize that the students’ learning necessities are not entirely focused on the linguistic learning of a foreign language, but they are permeated by the integration of diverse types of knowledge that allow them to get trained as integral beings apt to fit in the society they belong. The necessity of integrating diverse types of knowledge in the foreign language class had already been observed by the Council of Europe (2002) in the Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR, hereafter) when establishing that the users and learners of a foreign language who need to communicate in different situations have to draw upon two types of competences that contribute to communication. On the one hand, the general competences divided in the declarative knowledge, skills and know-how, existential competence, and the ability to learn. On the other hand, the communicative language competences divided in linguistic competence, sociolinguistic competence, and the pragmatic competence.