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Life Competencies through Language Teaching (How to do it).

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The main objective in most of the schools in Mexico I’ve had the opportunity to work for is to certify their learners’ language level. Consequently, developing competencies for life was not something institutions would consider. However, five years ago, I decided that my goal as a teacher would be to prepare students for life through an intercultural approach to language teaching.

To accomplish this, I designed an EFL teaching-learning approach that would enable learners to develop the necessary competencies to become functional in a foreign language in any socio-cultural setting. Most importantly, it would empower them through values to become responsible individuals concerned about their context and environment. 

Developing the competencies for life approach.

I designed this model through an eclectic approach, incorporating diverse learning theories, methods, and strategies into the language teaching-learning process. I grounded my framework on different research studies, previous school experiences, and the latest innovations. It is important to note that I have implemented this model with great success on different academic levels, including elementary, middle school, high school, and undergraduate settings.

The model exploits three core elements: a Socio-Constructivist Approach, a Competency-Based Approach, and a “Principled” Communicative Approach. The latter is “the creative integration of meaningful communication with relevant declarative input and the automatization of both linguistic rules and lexical items” (Dörnyei, 2009). As a teacher, you develop these three concepts in class through different didactic strategies and the systematic use of technology. 


This model follows the structure of a three-stage class. Each stage has specific characteristics and goals to be met, which will guide the strategies and activities you’ll use in each section.

First stage

The first stage is considered a language acquisition phase. Thus, it focuses on a natural learning process, meaningful communication, and fluency. Most importantly, teachers establish a Daily Goal which is based on developing Life Competencies. I recommend using the Cambridge Framework for Life Competencies. However, it is essential to note that the linguistic aim should also be implicitly integrated into the Daily Goal; this is one of the most difficult challenges for a teacher.

The learning objective should establish the life competence we aim to develop related to the linguistic aim. After setting the Daily Goal, teachers should provide a 3-5 minute audio-visual resource to introduce the main topic. Furthermore, it is important to ask specific questions to obtain students’ interest and enable them to use the linguistic aim in context. You can design this speaking activity in pairs or groups.

Teachers should plan this stage as an instrument to promote values, tolerance, and appreciation towards individual and cultural differences. Similarly, teachers should focus on conflict resolutions, environmental alternatives, among other global issues that will eventually prepare students for life through an intercultural approach.

Second stage

Learners should go through a language learning phase in the second stage. Therefore, explicit formulaic language input, controlled activities, and the focus on form are essential in this part of the lesson sequence. This is the moment where you can exploit your textbooks. Context should still play an important role. Hence, isolated grammar or vocabulary exercises/drilling would be useful if it is not over-done.

In this stage, I like to employ a technique called “Conversational Shadowing” which denotes the act of listening while at the same time repeating, either entirely or selectively, as immediately as possible. (Murphey, 2001). This strategy has been implemented with excellent results in Asia and the Middle East. Research shows that the systematic use of Conversational Shadowing improves various language areas, including listening skills, pronunciation, fluency, internalization of grammatical structures, intercultural understanding, sentence complexity, intrinsic motivation, and socialization (Wiltshier, 2007; Knutson, 2010; Watkins, 2012, Commander, 2012; Shiota, 2012; Azimi, 2013; Nekoueizadeh, 2013). 

Third stage

In the third stage, we focus on a phenomenon-based approach (problem, project, inquiry, task-based activity). Of course, you can design this activity in pairs, groups, or stations.

Furthermore, we consider it essential to relate the Daily Goal to the linguistic aim. The evidence of learning includes various elements. These range from discussion/debates, presentations, role-play, representations, graphic organizers (timelines, mind maps, conceptual maps, comparative charts, etc.), essays, video recordings to conflict resolution activities, real-life scenario activities, among other strategies. Finally, at the end of the class, the teacher and the group should conclude and give some final comments.

Last but not least, technology is an essential element of the class and its three stages. We use apps such as Class Seesaw, Class Dojo, Cmap Tools, Popplet, Quick Voice, QR Reader, Prezi, and IMindMap. Finally, students can use these tools to create a digital portfolio, record themselves, create graphic organizers, create presentations, scan QR codes to access online material, and much more. 

The power of a Daily Goal. Practical example activity to develop competencies for life

As teachers, we have to deal, first and foremost, with creating the connection between the competencies for life we want to develop and the linguistic aim. It would be best to adapt the Daily Goal according to the group’s age, level, and interest.

For example, let us imagine that our grammar focus is present perfect. I would establish the following goal for a group of high school or undergraduate students at an intermediate level: 

Daily Goal: Students will be able to discuss and identify similarities and differences between a successful community such as Vauban in Freiburg, Germany and their own. 

Detonating questions: What have they done to become the community they are? What has your community done to be where you are? What hasn’t been done? 

Evidence: Comparative Chart: Things that have or haven’t been done/created/established in each community. Video Recording: Explanation of the chart and discussion.

In conclusion, this model encompasses a variety of learning theories, methods, and strategies. Of course, it takes time, preparation, and practice to develop it efficiently in the classroom. However, once you master it, your students will be able to develop competencies for life while learning a second or foreign language. Subsequently, they will also be able to face complex intercultural environments and situations. Furthermore, they will understand diverse worldwide views while developing values. By using this approach, our goal as teachers is to empower learners to make a critical contribution towards a much needed social integration.

If you wish to know more about this approach and learn how to develop life competencies through languages, send us an email. We’ll be more than happy to assist you. Happy teaching!

Further reading on life skills.