REFLECTIONS ON THE IMPLEMENTATION OF THE LOMLOE FIRST FOREIGN LANGUAGE CURRICULUM IN THE CLASSROOM AND THE CHALLENGES FOR TEACHERS

Abstract

Organic Law 3/2020, of December 29, which modifies Organic Law 2/2006, of May 3, on Education (LOMLOE) and its curricular development open a new path that seeks to face educational challenges of the 21st century, focusing on competency-based and contextualized learning. This law aims to achieve the goals of education from a focus on students. In the case of teaching English as a foreign language, the priority is above all the development of communicative competence and more specifically multilingual competence, where the intercultural dimension is more present than ever.

However, the controversy arises with the hasty application of the law in the odd grades of the Primary Education stage, the publication of many of the regional curricula during the summer months and, consequently, the shortage of specific teacher training. In addition, the inclusion in the standard of a series of novel concepts that are sometimes confusing makes it more difficult to address the programming and bureaucratic aspects that the Administration requires.