Priority Learning Cores (NAP) of Foreign Language (LE)
In this regard, the priority learning cores (NAP) for Foreign Languages (LE) consider
the specific elements of each of the included languages, emphasizing, from an
intercultural and multilingual perspective, the formative dimension of LE teaching.
This means its role in linguistic education, cognitive development, and the
processes of constructing the sociocultural identity of children, adolescents, young
people, and adults in our country.
The multilingual and intercultural perspective, rather than encouraging a merely
cumulative offer in terms of the number of languages that can be offered, aims to
make visible the relationships between the languages and cultures that are or could
be in the curriculum and to raise awareness of the constitutive plurality of these
languages and cultures. It also aims to contribute to the recognition of the role of
Spanish as the language of schooling and its various varieties and to value the place
of other mother tongues and cultures different from Spanish that circulate in
Argentina.
From this premise, the NAP for LE prioritize both the knowledge of and about
languages and language, and the formation of citizens respectful of linguistic and
cultural differences, fostering attitudes that promote new ways of being in the world
and positioning oneself in front of sociocultural and linguistic diversity.
This perspective on language teaching, therefore, promotes multidisciplinary
approaches and combines language learning with the capacity for reflection and
critical disposition necessary to coexist in societies of great cultural diversity; in
other words, it fosters active participation in democratic processes and contributes
to education for citizenship and peace.