This exploration has shown that language in school is never neutral: it permeates every subject and helps to construct meaning, relationships, and opportunities for participation. From daily routines to subject-specific explanations, right through to lessons on sensitive topics, teachers shape—often implicitly—what it means to “speak well” in school.
In this sense, a hidden curriculum emerges: it is not just a matter of what is said, but also how, when, and in what tone it is considered appropriate. This is particularly evident in L2 contexts, where students learn not only the language but also the social and communicative norms that govern school life.
Adopting a critical perspective therefore means shifting from a mindset focused solely on correction to one of greater awareness: making linguistic choices visible, reflecting on their effects, and expanding students’ expressive possibilities. In this way, communicative competence becomes a tool for participating more equitably, consciously, and meaningfully in the life of the classroom and society.
One last request: return to the site’s main page and review the instructional videos in light of what we’ve discussed in the course. Try to observe the linguistic and communicative choices at play and experiment, in your own practice, with strategies that make these dynamics more explicit and inclusive. At the same time, encourage students to develop their communicative repertoires in all directions, building on the resources they already possess and consciously expanding them.
