El enfoque común europeo de enseñanza de lenguas. Proximidades y divergencias en el currículo del sistema educativo español

Abstract

In this article we draw from the notion of didactic transposition (Chevallard, 1985/1991) as training expertise (Perrenoud, 1998). We study the logic relations between the curricular components established in the legal provisions for foreign languages teaching, and the parameters that describe the use and learning of languages in the Common European framework of reference for languages. We adopt a qualitative and interpretive approach and apply the global technique of semantic content analysis, for which we pinpoint a category system with the components and parameters defined. Since data are composed of fragments of the official curriculum statements, and are logged in the operational framework of analysis as configured, we interpret them in terms of coherence of the adaptive transformations identified. The latter are characterized by alignments, and misalignments and the operational framework of analysis is helpful as a basis for a complementary strategy for teacher professional development, and of learning outcomes.