Abstract
Language teaching is generally characterized by a national approach, according to which the world is understood as a mosaic of isolated nations. Besides, there is a tendency towards Eurocentrism, especially in the teaching of languages that have a European origin but have spread throughout the world due to colonization processes. The article discusses how textbooks and other teaching materials for Spanish as a foreign language can be analyzed from a transnational and decolonial perspective. We propose a critical reading that allows teachers to choose the materials that best embrace the cultural dimension. At the same time, we hope to draw attention to the relative lack of global and transnational perspectives in the available materials in order to inspire the authors of future teaching materials. The examples are taken from Spanish textbooks used in Denmark, but the main objective is to contribute to developing a methodology and a theoretical basis for the analysis of representations of the world in teaching materials, of Spanish or other foreign languages, in different contexts anywhere in the world.
| Translated title of the contribution | Analysing cultural representations in Spanish language teaching textbooks from transnational and de-colonial perspectives |
|---|---|
| Original language | Spanish |
| Journal | Journal of Spanish Language Teaching |
| Number of pages | 15 |
| ISSN | 2324-7797 |
| DOIs | |
| Publication status | E-pub ahead of print - 2024 |