(Inter)cultural content in Spanish as a non-native language textbooks

• López-Jiménez, María Dolores ^[1]
  1. [1] Universidad Pablo de Olavide

     Universidad Pablo de Olavide

     Sevilla, España

     
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 41, 2024, págs. 11-26
• Idioma: inglés
• DOI: 10.30827/portalin.vi41.21630
• Títulos paralelos:
  • Los contenidos (inter)culturales en los libros de texto de español como lengua no materna
• Enlaces
  • Texto completo (pdf)
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• Resumen
  • español

    Apenas existe investigación acerca del papel de la cultura en los libros de texto para la enseñanza del español como lengua no materna (L2). Los estudios culturales señalan que el tratamiento que recibe la cultura en clase de L2 carece de sistematicidad y no sigue criterios fundamentados. Este artículo analiza 9 libros de texto para la enseñanza del español como L2 procedentes de tres niveles de lengua, esto es, inicial, intermedio y avanzado, publicados entre 2008-2018 por editoriales españolas y dirigidos a jóvenes adultos y adultos. Los resultados indican que el enfoque (inter)cultural en estos libros difícilmente está bien fundamentado e informado y apenas contiene una organización y estructura adecuadas. Asimismo, los niveles de lengua y los años de publicación no ejercen una clara influencia en el enfoque (inter)cultural. En cambio, el mercado editorial en parte determina el contenido (inter)cultural en los libros analizados.

  • English

    Research on the role of culture in textbooks for teaching Spanish as an non-native language (L2) is almost non-existent. Cultural studies note that the treatment of culture in the L2 classroom lacks systematicity apart from not being principled at all. This article analyzes 9 Spanish as an L2 textbooks from three proficiency levels, that is, beginning, intermediate, and advanced, published between 2008-2018 by Spanish publishing houses, and aimed at young adults and adults. The results indicate that the (inter)cultural approach in these textbooks is hardly principled, informed, organized, and structured. The proficiency levels and the publication years do not exert a clear influence on the (inter)cultural approach. Instead, the publishing market partly determines the (inter)cultural content in the textbooks under study.

    FUNDING INFORMATION This research was supported by the European Regional Development Fund (ERDF, 80 %) and by the Department of Economy, Knowledge, Business and University of the Andalusian Regional Government (20 %) within the framework of the research project UPO-1380541. 

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  • FUNDING INFORMATION
  • This research was supported by the European Regional Development Fund (ERDF, 80 %) and by the Department of Economy, Knowledge, Business and...