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.