Key competences
Key Competences were introduced into education legislation
with the Ley Orgnica de Educacin (LOE, 2006) and they
now appear alongside the traditional elements as part of an
attempt to enable students to develop transferable skills. The
Key Competences have been defined as the ability to apply
knowledge, skills and attitudes to solve problems in a range
of contexts. In other words, they encourage the activation of
resources and knowledge that the learner already has.
A brief explanation of the main characteristics of the eight
Key Competences within the framework of learning a foreign
language is set out below. The names of the competences vary
in some regions.
1 Linguistic communication
Learning a foreign language contributes to progress in this
competence by improving students communication skills
(listening, speaking, reading and writing). Their written and oral
communication skills are enriched by understanding the way
language is structured. Students must show that they can use
language conventions appropriate to the situation, and can
understand that discourse must be adapted to suit different
contexts. They can relate this to the study of other languages
(Spanish and the co-official language if applicable). All activities in
the language class have a communicative outcome of some kind.
2 Learning to learn
This competence implies that students are aware of their
own ability to learn a foreign language and of the resources
that should be used for this purpose, as well as the skills and
motivation that must be applied in order to continue the
learning of a foreign language throughout their lives. In the
foreign language class, the use of self-evaluation features and
the development of study skills are the most obvious ways in
which this competence can be developed.
3 Social and civic competence
As well as being a tool for communication, languages form part of
the common culture of different communities and countries. They
are also a means of sharing culture which enhances the respect of,
interest in and contact with speakers of other languages, as well
as the appreciation and acceptance of cultural and behavioural
differences. The nature of many activities that form a core part of
foreign language teaching requires students to interact with other
students in the class in a cooperative manner.
4 Digital competence
Knowledge of a foreign language enables students to access
a broader range of information and also to communicate
with a wider range of people. For example, they are able to
communicate with young people in other countries through
email in an authentic and natural way. Language courses give
students the tools they need to communicate appropriately in
different contexts, including email and online communication.
When learning a foreign language, it is important to be exposed
to a range of resources and genres of speech and writing. The
regular use of digital learning resources, including websites
and interactive whiteboard materials, directly adds to the
development of this competence.
5 Artistic competence
The study of a foreign language requires an understanding of
the culture of the countries in which it is spoken. In addition
to promoting an understanding of the contribution of others
to the cultural and artistic heritage of a country, learning a
foreign language gives students the means to express their own
creativity in an appropriate way. Tasks which require students to
express their opinions, give an emotional response or create a
piece of original spoken or written work, for example a narrative
or dialogue, contribute to this competence.
6 Autonomy and personal initiative
The learning of a foreign language contributes to the
achievement of this competence because it encourages
teamwork in the classroom, the management of personal
resources, and social skills such as cooperation and negotiation.
Students should be encouraged to adopt procedures which
allow them to use their own initiative and decision-making
skills during the planning, organization and management of
their work. Tasks which require students to work in pairs or small
groups, or carry out short projects, require cooperation, flexibility
and time management.
7 Interaction with the physical world
Although this is a competence which does not initially appear
to have a specific place in foreign language learning, it is
sometimes an indirect learning objective of a particular lesson.
Texts or listening activities which increase students awareness of
the physical and human geography of a country can contribute
to this competence.
8 Mathematical competence
As with the previous competence, this is another area that
carries less weight in the process of learning a foreign language.
Nevertheless, it can feature in the language class in a number of
different ways, for example, when students come into contact
with the use of numbers, their basic operations and their
application to everyday life. Tasks which require students to
interpret numerical data contribute to this competence.
Introduction xiii
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Key competences evaluation grid + Good progress
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Introduction
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Name Class Level

Term

Key competence 1 2 3 Observations

1 Linguistic communication

2 Learning to learn

3 Social and civic competence

4 Digital competence

5 Artistic competence

6 Autonomy and personal initiative

Photocopiable Oxford University Press 2013

7 Interaction with the physical world

8 Mathematical competence

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