Knowledge domains can strongly influence teachers and teaching, even when the aim is to develop transversal knowledge and competences. In non-native language learning, pedagogy should provide both input to the learner and the opportunity to create output, including through task-based and project-based learning, and connecting teaching to other contexts within the school, district or wider world. In the socio-emotional domain, pedagogies include active and performance-based approaches that engage students’ personal feelings and their relationships through role-playing, collaborative-based pedagogies, gaming, case study work, and social problem-solving. Obvious though it may seem, some of the most important contextual factors are represented by schools and education systems themselves.