<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2077-2955</journal-id>
<journal-title><![CDATA[Transformación]]></journal-title>
<abbrev-journal-title><![CDATA[trf]]></abbrev-journal-title>
<issn>2077-2955</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Camagüey]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2077-29552022000100149</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Pedagogía lingüística que promueve el Marco común europeo de referencia para las lenguas: implicación de la retroalimentación interaccional]]></article-title>
<article-title xml:lang="en"><![CDATA[Linguistic pedagogy promoted by the Common European Framework of Reference for Languages: implication of interactional feedback]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carvajal Rosabal]]></surname>
<given-names><![CDATA[Fermín Lorenzo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Casar Espino]]></surname>
<given-names><![CDATA[Liliana Argelia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Patterson Peña]]></surname>
<given-names><![CDATA[Marisol de la Caridad]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de las Ciencias Informáticas  ]]></institution>
<addr-line><![CDATA[La Habana ]]></addr-line>
<country>Cuba</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<volume>18</volume>
<numero>1</numero>
<fpage>149</fpage>
<lpage>167</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S2077-29552022000100149&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S2077-29552022000100149&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S2077-29552022000100149&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Objetivos:  En el curso 2016-2017, como parte de la política del Ministerio de Educación Superior en Cuba, la enseñanza de inglés se alineó al Marco común europeo de referencia para las lenguas. El presente artículo tiene como objetivo sustentar teóricamente esta decisión desde el punto de vista de la teoría pedagogía que sustenta dicha concepción.  Métodos:  Se emplearon métodos como la revisión documental, el análisis y la síntesis, así como la inducción y la deducción desde una perspectiva histórico-lógica para sistematizar las principales orientaciones metodológicos del enfoque orientado a la acción propuesto.  Resultados: El marco teórico desarrollado en este texto sintetiza los fundamentos del enfoque orientado a la acción.  Conclusiones: Desde una perspectiva pedagógico lingüística existen múltiples ventajas en la alineación al Marco común europeo de referencia para las lenguas, lo que es sustentado en teorías de probada aceptación en la comunidad internacional sobre lenguas añadidas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  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.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[enseñanza de lenguas extranjeras]]></kwd>
<kwd lng="es"><![CDATA[métodos de enseñanza]]></kwd>
<kwd lng="es"><![CDATA[procedimientos]]></kwd>
<kwd lng="es"><![CDATA[enfoque centrado en los estudiantes]]></kwd>
<kwd lng="es"><![CDATA[interacción]]></kwd>
<kwd lng="en"><![CDATA[Foreign language instruction]]></kwd>
<kwd lng="en"><![CDATA[teaching methods]]></kwd>
<kwd lng="en"><![CDATA[teaching procedures]]></kwd>
<kwd lng="en"><![CDATA[learner centered approach]]></kwd>
<kwd lng="en"><![CDATA[interaction]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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