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This study aims at analysing the extent to which citizenship competency was incorporated and describing ways citizenship competency was incorporated in EFL learning materials for senior high school students. A content analysis was used to analyse 53 EFL learning materials from four public senior high school teachers in East Jakarta. The findings show that citizenship competency is incorporated in most learning materials. Three learning materials did not incorporate citizenship competency, indicated from the none fulfilment of the indicators. However, the indicators were fulfilled in other learning materials. All factors of citizenship competency are incorporated with skills as the highest in incorporation (34.2%), followed by citizenship knowledge (33.6%), attitudes and values (32.2%). Citizenship competency is incorporated through the incorporation of the significant topics, opportunities to apply and develop citizenship skills, and opportunities related to citizenship attitudes and values. Since the types and forms of learning materials are varied, citizenship competency is incorporated in varied ways. These findings are expected to aid teachers in choosing and incorporating citizenship competency in their learning materials.

Una de las características de la sociedad actual es la masiva presencia de información que se aporta desde distintos medios. Para la educación supone admitir especialmente, que los aprendices deben adquirir adecuadas competencias que faciliten el tratamiento de la información de forma autorregulada y les favorezca acceder a la ciudadanía en condiciones favorables. Desde este planteamiento el aprendizaje presupone, no solo la adquisición de hábitos y destrezas sino también de competencias que favorezcan un uso estratégico del conocimiento a través del razonamiento, esto es, que aprendan pensando. En este sentido, el desarrollo curricular que se deriva de la nueva ley de educación española, establece en el desarrollo de éstas como una de sus claves. En trabajos anteriores (Ortiz y Salmerón, 2003) veíamos como podía ser el desarrollo de Estrategias de Aprendizaje en Educación Infantil. En este artículo presentamos un programa para la enseñanza de estrategias de aprendizaje en Educación Infantil que ha sido diseñado e implementado íntegramente desde el currículo ordinario de un aula de niños/as de tres años partiendo de las consideraciones de que estas edades son propicias para el desarrollo de formas eficaces de pensar y que el proceso se puede llevar a cabo sin necesidad de programas paralelos externos al currículum., One of the characteristics of the present society is the massive presence of information that is contributed from different means. For the education it supposes to admit specially, that the apprentices must acquire suitable competitions that facilitate the data processing of self-regulation form and it favors to them to accede to the citizenship in favorable conditions. From this exposition the learning estimates, not only the acquisition of habits and skills but also of competitions that favor a strategic use of the knowledge through reasoning, this is, that learns thinking. In this sense, the curricular development that it is derived from the new law of Spanish education, establishes in the development of these like one of its keys. In previous works (Ortiz and Salmerón, 2003) we saw as it could be the development of Strategies of Learning in Infantile Education. In this article we presented/displayed a program for the education of strategies of learning in Infantile Education that has been designed and implemented completely from ordinary curricula of a classroom of children of three years starting off of the considerations of which these ages are propitious for the development of effective forms to think and that the process can be carried out of external parallel programs to the curriculum with no need., Grupo de Investigación FORCE (Formación Centrada en la Escuela) Universidad de Granada