Even though in the last years the necessity to teach the official language(s) to foreign students has been widely studied in Spain, little attention has been paid to the way in which these students should be treated in the foreign language classroom. For instance, it seems that it is not necessary to teach English to students from Anglophone countries or where English is used daily in various contexts -both highly common on the Spanish coast. However, the present article shows that this belief could affect negatively their personal and academic development.Parting from a didactic intervention in a secondary school located in the area of Malaga, this article aims to show the needs of two students of 4th year of ESO from the United Kingdom and Belgium, for whom an adaptation of a didactic sequence revolving around the theme of work has been created. This adaptation does not only aim at improving some linguistic aspects, but also at developing other key competences and making them feel integrated in the classroom, becoming active subjects who are an essential component of it.

No abstract