In contemporary education, the didactic-pedagogical organization of English language teaching requires a shift from traditional transmission models to integrative, learner-centered methodologies. Globalization has accentuated the demand for communicative competence, intercultural awareness, and critical thinking. Thus, English teaching cannot be reduced to grammatical instruction; it must be articulated with broader socio-educational goals. Integrative approaches, such as CLIL (Content and Language Integrated Learning), highlight the synergy between linguistic development and knowledge construction, linking classroom practices to real-world issues. In this sense, teaching English contributes not only to linguistic proficiency but also to the formation of active citizenship, as learners engage with ethical, cultural, and civic dimensions of language use. The challenge for teachers lies in balancing methodological rigor with flexibility, ensuring that language instruction addresses global demands while respecting local contexts.

About the text, based on methodological approaches to English language teaching, didactic-pedagogical organization and the implications for citizenship formation in a globalized context, judge the following items.