In a nutshell, didactic transposition refers to the transformations that operate between knowledge constructed through different social practices and the contents that learners engage with in formal education. Based on action research and the implementation of Content and Language Integrated Learning (CLIL) at a secondary school in Esquel, southern Argentina, I examined how didactic transposition may be democratized. Democratic didactic transposition was achieved by giving a group of teachers of English and their teenage learners the opportunity to agree on curricular contents, sources of input, and activities. Drawing on these choices, the teachers developed their own teaching materials. Our explorations showed that didactic transposition may become a democratic act when teachers and learners negotiate topics and materials, and when they discuss their motivations, needs, and interests.