Objective:

In the 2016-2017 academic year, as part of the policy of the Ministry of Higher Education in Cuba, the teaching of English was aligned with the Common European Framework of Reference for Languages. This article aims at devising a theoretical framework supporting the such decision from the underlying pedagogical perspective.

Methods:

The authors rely on reviewing documents, analysis and synthesis, induction and deduction, from a historical and logical perspective to systematize the main guidelines of the action oriented approach.

Results:

The theoretical framework herein described outlines the fundamentals of the action oriented approach.

Conclusions:

From a pedagogic and linguistic perspective, following the Common European Framework of Reference for Languages in Cuban Higher Education is really advantageous. This conclusion is backed up by highly accepted theories about language learning universal academic community.

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