Summary: The ability to understand and produce texts is one of the basic skills in the information and communication society (OECD, 2000). However, the concept of text has evolved into versatility which goes beyond the traditional concept of written text. To overcome this gap where reading skills or skills in understanding or speaking do not reach, the term textual and media competence is proposed in Germany [1]. The purpose of this communication is to reflect on the importance of this new competence and to equip teachers with tools in dealing with textual competence in the ELE classroom. To this end, we will present a two-dimensional model of textual and media competence: what students need to acquire and the teaching skills that teachers need to possess. Keywords: text, textual and media skills, drafting of tasks Abstract: The ability to understand and produce texts is one of the basic competences in the information and communication society (OECD, 2000). However, the concept text has evolved beyond the traditional concept of written text. In order to exceed this gap, a new competence, the textual and medial competence is proposed. The purpose of this communication is to reflect on the importance of this new competence and to provide the teaching staff with tools in the treatment of the textual competence in the classroom. For this we present a two-dimensional model of textual and medial competency: the one that students must acquire and the teaching textual competence that teachers must have. Keywords: text, textual and medial competence, task design [1] in German, Text- und Medienkompetenz.