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The teaching of instrumental English went through five stages of development, beginning with register analysis and culminating in the learner-centered approach, which focuses on the specific needs of learners.

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When the concept of prior knowledge is addressed in language teaching, it's important for the teacher to understand that this relates to the cultural and socioeconomic aspects of the student, which will facilitate text comprehension and reduce the impact of knowledge of foreign language rules when working with a text.

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The early methods of teaching foreign language, including instrumental English, date back to the 16th century and focused primarily on oral communication and everyday situations.

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The teacher's role in the teaching process goes beyond mere content transmission, as they must act as a mediator, planning strategies that stimulate active learning among students, promoting not only the assimilation of knowledge but also cognitive, reflective, and critical development.

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The school and the classroom are just part of a sociocultural and institutional context, without any influence on the students' learning process.

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According to Bakhtin (1997), discourse genres have minimal influence on the language we use since the immediate social situation is the sole determining factor in the choice of utterances.

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Teaching methods are directly related to the specific objectives and content of disciplines, being applicable universally and independent of students' characteristics.

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In the traditional paradigm, assessment is based on memorization and repetition, while in the complexity paradigm, assessment aims to lead students to reflect and understand, not just to memorize and recite. 

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According to Machado (2009), knowledge about text genres is irrelevant for constructing meaning, as text interpretation is independent of its generic structure.

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Returning assessments to students with additional notes, not just indicating what is correct or incorrect, is a recommended strategy to avoid embarrassment and encourage self-assessment.

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The classic definition of competence, proposed by Chomsky, addresses only the knowledge of language structures and rules, without considering its social function. 

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General Didactics is independent of the specific didactics of teaching subjects because its main function is to generalize processes and procedures obtained from the investigation of the sciences that underpin teaching and learning, without considering the methodological peculiarities of each discipline.

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Communicative Language Teaching prioritizes the structural teaching of the English language, without considering communicative proficiency as the main objective.

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Canale and Swain proposed a model of communicative competence that includes four types of competence: grammatical, sociolinguistic, discourse, and strategic, each playing a fundamental role in the effective use of language.

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Educational objectives, contrary to being mere formalities, constitute the backbone of pedagogical planning, demanding deep reflection from the teacher regarding their practice, the content, materials, and methods used, as well as systematically and intentionally guiding the teaching-learning process towards broad and specific goals. 

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The learning psychology proposes that the role of the teacher is essentially to teach, while that of the student is to learn, serving as a bridge between these processes.

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According to Hymes, to be considered competent in communicative terms, it is not sufficient to only know and use the phonology, syntax, and lexicon of the language, but it is also necessary to understand and apply the specific discourse rules of the community in which one is situated. 

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Learning is an exclusively natural and instinctive process, not influenced by cultural or educational experiences.

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The emergence of interest in teaching languages for specific purposes, such as instrumental English, after World War II, was influenced by the development of research in areas such as sociolinguistics and educational psychology. 

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The purpose of teaching is to prioritize the accumulation of knowledge, valuing a mind filled with information which is the only possible way to achieve problem solving skills as it can be observed in classrooms.