knowledge domains can strongly influence teachers and teaching even when the aim is to develop transversal knowledge and competences in nonnative language learning pedagogy should provide both input to the learner and the opportunity to create output including through taskbased and projectbased learning and connecting teaching to other contexts within the school district or wider world in the socioemotional domain pedagogies include active and performancebased approaches that engage students personal feelings and their relationships through roleplaying collaborativebased pedagogies gaming case study work and social problemsolving obvious though it may seem some of the most important contextual factors are represented by schools and education systems themselves