Theoretical foundations for the transformation of English language learning in Spanish-speaking contexts

Abstract

This article aims to present a theoretical framework to reflect on the transformation of English language learning as a foreign language in Spanish-speaking contexts. The study follows a qualitative documentary approach. From a theoretical perspective, English learning is understood as a practice connected to students’ experiences, taking into account the linguistic, cultural, institutional, and pedagogical conditions of Spanish-speaking contexts. In this framework, communicative competence, learner autonomy, and pedagogical mediation are identified as key concepts. The main theoretical findings suggest that meaningful use of English plays a central role in learning, as it supports the development of communicative competence beyond the acquisition of formal language knowledge. The findings also indicate that learner autonomy develops gradually through language use and reflection on the learning process, in close relation to teacher support. Finally, viewing context as a factor that influences but does not limit learning highlights the need to transform English learning by focusing on real language use and on students’ experiences and active participation.