1 ’Gerardo Martínez’, P.S. (SPAIN)
2 Universidad de Castilla la Mancha (SPAIN)
About this paper:
Appears in: INTED2015 Proceedings
Publication year: 2015
Pages: 1919-1925
ISBN: 978-84-606-5763-7
ISSN: 2340-1079
Conference name: 9th International Technology, Education and Development Conference
Dates: 2-4 March, 2015
Location: Madrid, Spain
It seems clear that nowadays the communicative approach or communicative language teaching is the dominant model in the field of languages teaching. The concept of linguistic competence has been overcome by the communicative competence that reflects the idea that a language ‘exists’ when it is used in a given context or situation and for a specific purpose; at the same time, the focus has moved from teaching to learning. That implies some changes in the role of language teachers, from a mere transmitter of the knowledge to a mediator, a facilitator. However, we must wait for linguistic theories to come into the classrooms to see the true implications. The first one is that teachers have to put the students in situation of using the language, so teachers should consider what type of activities might be proposed in their classes and what materials they have.

In terms of activities, the communicative approach identifies at least three basic characteristics that are interrelated:
• Communicativeness: real communication situations promote learning.
• Tasks: tasks that require significant use of language stimulate learning.
• Significant: if the language used in the activities or tasks is meaningful to the learner, the learning process is more effective.
In terms of materials, it is obvious that textbooks are not enough, so teachers need to find out new resources, but, of course this entails difficulties and also some resistances.

Fortunately the advent of Information and Communications Technologies (ICT) in the schools has provided an implement, unimaginable only a few years ago. Moreover, schools, teachers and policy makers at local level in Europe have found a well-defined space for the promotion of linguistic diversity and language learning thanks to the so-called European Educative Programs, in a strategic framework for European cooperation in education and training (ET 2020), spurred by the Council of Europe.

These European Educative Programs since the mid-80s in the last century, from Socrates and Leonardo da Vinci programmes to Lifelong Learning Programmes have offered to teachers and schools a great opportunity to develop intercultural communicative competences.

Now the new Erasmus+ Programme is the gate to improve and enrich our educative practice with great impact on the community we serve as teachers, from a multilingual perspective.
Languages, Communicative Competences, ICT, Socrates, Lifelong Learning Programme, Erasmus+.