Introduction
The Spanish language is considered one of the most prominent
languages in the world, as most of the global population uses it as a form
of communication in order to transmit and comprehend information. Due to
the rising demand of the language, many educational sectors and
teachers implement a formal-educational curriculum to teach Spanish, as
a second language, in the classroom. However, many educators have
been unsuccessful inculcating the second language to the students. The
contributing factors that alter the learning process of Spanish are the
inappropriate selection of the didactic material and methodologies, and
uncertainty of the type of Spanish needed to be taught. Therefore, the
methodology and didactic material selected does not contribute to the
learning process of students, since it is not in harmony with the material
intended to be taught.
The Spanish language is taught differently around the world, and
they differ based on various factors such as location (where it is being
taught), the linguistic need of the target group, the distinct purpose of the
institution that offers it, etc. Due to these factors, the Spanish language
can be taught as a First Language (L1), a Second Language (L2), and a
Foreign Language (FL).
When Spanish is taught as a L1, the material and teaching focuses
on the structural components (grammar) of the language rather than its
use. This type of teaching is defined as Traditional Teaching, in which the
students focus on repeating vocabulary and memorizing vital
concepts/definitions, but not speaking or dialoguing in the language; and
is the most common form of teaching in present textbooks. When
inculcating Spanish as L2 or LE, the teaching focuses on the use of the
language (function) instead of its structure. In such classes, students
simultaneously develop the four linguistic learning skills, which include:
written comprehension, written expression, oral comprehension, and oral
expression. This is implemented under the natural principle of language
learning, whereby it is first understood then produced without
concentrating on distinct grammatical rules, in the same way children
acquire their ML. The difference between teaching Spanish as L2 or FL is
that L2 is taught when it is present or has a great influence on the society;
on the other hand, Spanish is taught as FL (foreign language) when there
is a minimal or non-existent presence in a country.
Given the above, it is pertinent to consider the following questions:
What type of Spanish do I teach? Why are students promoted to other
levels without being fluent speakers of the language? Is the didactic
material implemented appropriate? Reflecting and taking actions on such
inquisitions would lead us to make a major change in the teaching of
Spanish. Primarily, it is urgent to move away from the traditional teaching
methods and move into a more dynamic perspective. This signifies that
educators should revert from inculcating grammatical rules, definitions,
concepts, and conjugations, since it does not guarantee the use or
practice of the language by the students. Living in a country where
Spanish is considered a second language, requires the implementation of
different learning skills. As educators, we must focus on directing students
to develop the different learning language skills through interactive,
dynamic, and fun activities that encourage the students to continue the
learning process of the language in their daily activities. This, in turn, will
guarantee the effectiveness of teaching Spanish as a second language in
the classroom setting, as presented in this program.
Level A2.1 Spanish Program has been developed, and designed
for its implementation in the first level of secondary education. Presented
in an organized and coherent manner, it delivers a variety of clear, simple,
and precise activities which can even be implemented by an individual
without training in teaching a second language. The program contains one
Final Task per unit, in which the students are assessed on their
achievements in each activity. The approaches reflected in its content
include: the Task-Based Approach, the Communicative Approach, the
Natural Approach, and the Lexical Approach.
The program contains a close connection to the curriculum and
workbook. The curriculum contains information of the methodology
needed to be implemented, the guidelines needed to be followed, and the
strategies and assessment process essential for it. On the other hand, the
workbook contains key activities that aid to develop the written
comprehension and expression, accompanied with the oral
comprehension and expression. For this reason, the teacher is
recommended to use the three tools (curriculum, program, and workbook)
to effectively teach Spanish as a second language in the classroom
setting.
