Strategic knowledge has been placed in the center of the debate of today’s pedagogy. First from the linguistic study of language, then from language studies and later from other scientific codes such as mathematics, social science, biology, etc. (being philosophy the involving meta-science), This modern path to teaching that revolves around the studies dealing with strategic knowledge respond to the need of condensing in their methodological proposals the mechanisms that act as bridges between cognitive development, the inquiries about the world and the systematic construction of the learners’ knowledge that occur in classrooms and which are accompanied by those who use the techniques and technologies to learn, that is the teachers.

Strategies can act and develop simultaneously and fluently among the teachers, learners and society, and the social contexts. When considering its design, strategies do not constitute isolated instances they constitute a didactic. When considering the capacity to codify the experience of the world through language strategies constitute cognitive and socio-cultural knowledge.

This section discusses the theories that illuminate strategic knowledge and learning as informed by: 1) Information Processing Theory (Gagné, E. 1985); 2) The dimensions literacy (Kucer, 2005), and 3) Communicative Competence (Bachman, 1990).