UNINTERLINGUA 2015

U N I N T E R L I N G U A 80 example, we assume the teachers know and are able to use the language to be tau- ght. However, it results very common that the language teachers know the langua- ge, but they do not speak that language. So it becomes of vital importance to have the competence, or the experience of have learned an L2. That would be before they consider starting a process of developing it, to the students. Then, the teacher awa- reness, in the student processes, is a vital element which determines the possibility of jumping from doing certain activities to next type, and not getting themselves lost on just doing activities with no purpose. But, that would be possible if the teachers do not have an authentic interest in making English speaking students. That would oc- cur when teaching is considered a way to have an easy way o living by just going to the class and not really paying attention to racy mediated by the awareness activities. However, from a practical and experiential point of view, the accuracy part should be more the pre-communicative activities, nee- ded, to give the students the basis to start generating the communicative competence. Once generated, the fluency activities, more integrated by free communication activities, should be a parallel group of distinct activi- ties. That would be in order to continue ge- tting an appropriate correct language, but with certain level of fluency. Teacher competences Apart from the teaching process, another big issue to consider, when develo- ping the conversational skill are the teacher competences. Many times to gather all of the mentioned elements is not considered, as well as, apply them to the materials or textbook used in class; and reach the ob- jective of learning English. Many times, for Jaime Torres