The English curriculum reform responds to four main concerns: First, learners need an updated curriculum that reflects the knowledge, skills, and abilities needed to communicate in a range of language use contexts and to succeed in the information age as 21st century learners. The needs análisis (Informe de Diagnóstico: Programas de Estudio de Inglés para Preescolar, Primaria y Secundaria, 2015) that informed this reform suggested that some of the target contents of preschool, elementary and secondary school´s curriculum had lost pertinence as manifested by anecdotal reports collected from teachers and students. Secondly, learners who receive English lessons in elementary and high schools are not reaching the expected English proficiency levels after eleven or twelve years of instruction. Among other things, these shortcomings could be attributed to the fact that the current curriculum fails to specify the English language proficiency level that students are expected to attain at the end of each cycle and to the fact that the assessments in both classroom and standardized testing contexts are not systematically aligned with curriculum and instruction. Thirdly, for citizens to communicate effectively in the global context and to face the challenges of an interconnected world, they need to possess a number of competences.