Teaching regional forms of Spanish in the L2 beginning and intermediate classroom

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Jacob Hauk (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Mariche Bayonas

Abstract: This study involves the explicit teaching of regional forms in the Spanish as a Second Language classroom. In the Spanish classroom, many studies have found that a more ‘standard’ or ‘academic’ form of the language is taught, especially to beginning and intermediate levels. Little to no regional dialects are explicitly taught, not allowing students to see how diverse the Spanish speaking world is through its language. In the present study, data is collected through an anonymous questionnaire to Spanish instructors of beginning and intermediate level courses in order to further understand how regional forms are taught in the Spanish classroom, and what their opinions are on the explicit teaching of the variance of Spanish. Five textbooks are analyzed in this study to see how regional forms are discussed through readings and activities for the students. Through the data collected, it is shown that regional forms are not widely discussed in the beginning and intermediate Spanish classrooms or textbooks, and that further research is needed to see how they can be further implemented in these classrooms.

Additional Information

Language: English
Date: 2022
Dialects, Language variance, Regional forms, Spanish as a Second Language, Textbooks
Spanish language $x Study and teaching $x Foreign speakers
Spanish language $x Textbooks
Spanish language $x Variation

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