Approaches and challenges for teaching Spanish as a Second Language in South Carolina-USA, Indian Land Case
This research proposes a critical and pedagogical analysis of the teaching-learning processes of Spanish as a second language in level three students at the Indian Land School in South Carolina, USA. For this purpose, a qualitative methodology of the Participatory Action Research (PAR) type was implemented, with the participation of students in Spanish classes at the indicated level, a group composed of 54 students divided into two classes. The study focused on the characterization of the teachers' practices, through the technique of participant observation, the questionnaire to the administrative team of the institution and the students who participated. The results presented in this article correspond to the phase of characterization of teaching and learning practices, which showed that in Spanish as a second language classes, the use of varied methodologies was observed, some traditional ones in which the student has a passive attitude and others, to a lesser extent, active ones. This demonstrates the need to rethink the curriculum of Spanish classes, both in terms of content and methodologies used, in order to focus on those based on the cognitive development of students, such as Project Based Learning, where the different learning profiles can be integrated and a connection with the real life and interests of the learners is established.
How to Cite
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
CC Attribution-NonCommercial-NoDerivatives 4.0