CRITICAL APPROACH TO THE KEY COMPETENCES AND SPECIFIC COMPETENCES OF LOMLOE AS LEADERSHIP FOR EDUCATIONAL INNOVATION. THE CASE OF LANGUAGE DIDACTICS

Abstract

The new legislation on competency-based learning (LOMLOE) reinforces elements that appeared in previous educational legislation (LOMCE) and, from its European inspiration, represents a real leadership in educational innovation, insofar as it promotes inductive, inquiring and creative models that aim to become an alternative to traditional models of transmissive teaching, with regulatory and formulaic approaches; competency-based learning dynamizes conceptual content in a holistic manner, placed at the service of procedures and attitudes. However, it is relevant to ask whether educational legislation is constructed from a critical diagnosis of the current situation and whether it considers the weight that textbooks (or other similar materials) continue to play in classrooms as rigid material, or the branch teaching disposition towards these materials. On the other hand, reflections are presented on the role played by competence in linguistic communication and its repercussions on language teaching and on the implementation of specific competences as a central element of the curriculum. Finally, some teaching strategies -rooted in educational innovation- are devised to boost specific competences in the Spanish Language and Literature.