The importance of the use of the target language and technologies in the language learning Researchers and education experts recognize the importance of these foundations for the development of effective and quality educational practices. First and foremost, it is important to highlight that didactic foundations refer to the principles and strategies that teachers use to plan, organize, and develop their lessons. These foundations are based on learning theory and focus on the cognitive and affective processes of students. Larson-Freeman (1997) emphasizes the importance of a learner-centered approach by encouraging teachers to focus on their students’ individual skills. She highlights the significance of students engaging in meaningful and authentic communication to develop their language competencies. Larson-Freeman also explores language teaching principles, such as using the target language in the classroom, integrating grammar and vocabulary instruction, and incorporating technology into language learning. She underscores the importance of providing students with ample opportunities for practice and meaningful interaction to enhance their language proficiency. She offers practical suggestions and guidelines for teachers, illustrating how to adapt techniques and principles to different teaching contexts and levels of learning. She encourages teachers to reflect on their teaching practices and continuously strive for improvement. Cummins (1970) emphasizes the importance of valuing and utilizing students' native language to facilitate their acquisition of a second language. According to Cummins, language acquisition is influenced by two types of language proficiency: basic interpersonal communication skills and cognitive academic language proficiency. Basic interpersonal communication skills refer to the ability to communicate in everyday situations, while cognitive academic language proficiency refers to the ability to understand and use academic language in school contexts. Cummins argues that second language acquisition is facilitated when there is a strong development of the native language. According to him, skills and knowledge acquired in the native language can be transferred to the learning of a second language. Additionally, Cummins contends that bilingual students have a cognitive advantage and can use transferable cognitive strategies to acquire a second language more quickly and efficiently. Richards (2005) emphasizes the importance of practice and feedback in the language acquisition process. According to him, active use of the language in real-life situations and receiving feedback from native or proficient speakers are crucial for the development of language skills. Richards states that language acquisition is a natural process that occurs unconsciously through exposure and interaction in the linguistic environment. According to him, children learn language intuitively and effortlessly, absorbing the structures and rules of their environment. Richards argues that this natural approach to language acquisition should also be applied in language teaching. A study conducted by the Education Research Group at the University of Barcelona (2018) highlights the relevance of didactic and pedagogical foundations in teaching intervention. According to the authors, these elements are key to the development of quality educational practices in the classroom. Krashen (1970) states that for language acquisition to occur, the input must be comprehensible to the learner. Sufficient meaningful and authentic input should be provided that is slightly above the learner's current level of language proficiency. Krashen asserts that affective variables, such as motivation, confidence, and anxiety, can influence language acquisition. A relaxed and positive learning environment promotes more effective language acquisition. Martínez (2019) emphasizes that reflection on didactic and pedagogical foundations allows teachers to adjust their practices based on the needs and characteristics of their students. By understanding how these foundations influence the teaching-learning process, teachers can adapt them according to students' learning styles. Cárdenas and López (2020) argue that didactic and pedagogical foundations should be considered as a solid basis for decision-making and activity planning in the classroom. These foundations provide a theoretical and conceptual framework that guides teaching practice and effectively addresses educational challenges and situations. Another relevant aspect is the adaptation of foundations to the specific needs of students. González and Rodríguez (2017) affirm that teachers must understand how these foundations influence the teaching-learning process and how to adapt them according to students' characteristics and learning styles. In summary, these authors demonstrate the importance of these elements for the development of effective and quality educational practices. Their application allows teachers to adjust their practices, make informed decisions, and adapt the foundations to meet the needs and characteristics of their students. In conclusion, the research conducted by various authors emphasizes the importance of didactic and pedagogical foundations in teaching intervention. These elements serve as a crucial framework for the development of effective and high-quality educational practices. Understanding how these foundations influence the teachinglearning process and adapting them to meet the specific needs and characteristics of students is essential for creating a positive and conducive learning environment. By incorporating these foundations into their teaching practices, teachers can make informed decisions and effectively address the challenges and situations they encounter in the classroom. Ultimately, the application of these foundational principles promotes meaningful language acquisition and enhances the overall educational experience for students. Larson-Freeman emphasizes the importance of pedagogical approaches that encourage active student participation, thereby promoting the construction of knowledge in a meaningful way. Cummins, on the other hand, underscores the relevance of considering students' cultural and linguistic contexts in teaching intervention, proposing an educational approach that values and utilizes linguistic diversity as an enriching resource for learning. Krashen contributes to this theoretical framework with his comprehensible input theory, emphasizing the importance of exposing students to language slightly beyond their current level to foster natural linguistic development. From a conceptual standpoint, Didactic and Pedagogical Foundations are closely linked to the idea of facilitating an inclusive learning environment tailored to the individual needs of students. It involves conceptualizing teaching as a dynamic process that adjusts to the cognitive and linguistic characteristics of each student, integrating methods that stimulate active participation and deep understanding. Knowledge construction, attention to diversity, and the promotion of student autonomy are key concepts in this framework, supported by the theoretical contributions of Larson-Freeman, Cummins, and Krashen. Legislatively, teaching intervention based on these foundations finds support in educational policies that promote equity and quality in education. Legislations emphasizing the inclusion of students from different sociocultural and linguistic backgrounds support the practical application of the approaches proposed by these theorists. Additionally, legislation can advocate for continuous teacher training, ensuring they stay updated on best pedagogical practices and innovative methodologies aligned with the principles laid out by Larson-Freeman, Cummins, and Krashen. 1. Pedagogical Approaches: - Larson-Freeman's focus on active student participation suggests a learnercentric approach, encouraging engagement for more effective knowledge construction. - Cummins highlights the significance of considering cultural and linguistic contexts, advocating for an inclusive educational environment that values the diversity of students. 2. Comprehensible Input Theory: - Krashen's theory of comprehensible input stresses the importance of exposing students to language just beyond their current proficiency level. This approach aims to naturally enhance linguistic development, acknowledging the role of challenging yet understandable content in learning. 3. Conceptual Framework: - Didactic and Pedagogical Foundations are not static concepts; they involve dynamic teaching processes tailored to individual cognitive and linguistic characteristics. This approach integrates methods that promote not only active participation but also a deep understanding of the subject matter. 4. Legislative Support: - Legislative backing for educational interventions aligns with broader educational policies emphasizing equity and quality. Inclusivity in legislation supports the practical implementation of pedagogical theories, ensuring educational practices cater to the diverse sociocultural and linguistic backgrounds of students. 5. Continuous Teacher Training: - Legislative advocacy for ongoing teacher training ensures educators stay abreast of evolving pedagogical practices and innovative methodologies. This commitment to professional development aligns with the principles of adapting teaching approaches to meet the changing needs of students. 6. Overall Impact: - The convergence of theoretical, conceptual, and legislative elements underscores the holistic nature of effective educational practices. Addressing Didactic and Pedagogical Foundations becomes a key strategy for achieving educational goals that respect diversity and foster meaningful learning experiences. This comprehensive approach not only considers the theoretical underpinnings of education but also emphasizes the practical implementation supported by legislation, ultimately contributing to a well-rounded and inclusive educational framework. References •Grupo de Investigación en Educación. (2018). Fundamentos didácticos y pedagógicos en la intervención docente. Barcelona: Ediciones UB. •Martínez, G. (2019). La importancia de los fundamentos didácticos y pedagógicos en la intervención docente. Revista de Educación, 24(2), 55-67. •Cárdenas, R. y López, M. (2020). Fundamentos didácticos y pedagógicos en la intervención docente: importancia y aplicaciones prácticas. Revista Internacional de Investigación Educativa, 30(1), 100-115. •González, A. y Rodríguez, P. (2017). La importancia de los fundamentos didácticos y pedagógicos en la intervención docente. Revista de Investigación en Educación, 20(2), 80-90. •Krashen, S. (1981). Second language acquisition and second language learning. Pergamon Press. •Larson-Freeman, D. (2020). Techniques and principles of English language teaching (4th ed.). Oxford University Press. •Cummins, J. (1981). The role of primary language development in promoting educational success for language minority students. In California State Department of Education (Ed.) •Schooling and language minority students: A theoretical framework (pp. 3-49). California State Department of Education.