Panhispanic language policy. How are Hispanic varieties evaluated in the writing and speaking tasks of the DELE exam?

Identifier:  TFM:418

Handle: https://hdl.handle.net/20.500.11797/TFM418

Authors:  López Aramburu, Ada

Abstract:
Nowadays, Spanish has more than 480 million native speakers located in Spain, Equatorial Guinea, and Hispanic countries. Although the countries that have a higher number of speakers are Mexico and Colombia, the most powerful and known Spanish institution is the Real Academia Española. The main goal of this project is to study the panhispanic language policy and all the related linguistic and historical events that have promoted –in the areas of teaching, of certification of linguistic knowledge, or of the bibliographic edition– the use of the peninsular variety over the Hispanic varieties. To prove this inequality, we are going to analyse the DELE exams from the perspective of its linguistic norm and grammatical, pragmatic-discursive, and notional components extracted from the Plan curricular del Instituto Cervantes (PCIC). At last, we are going to consider the way DELE examiners evaluate the use that the candidates do of the Hispanic varieties in the writing and speaking tasks. The results obtained allow us to conclude, among other aspects, that the DELE examiners have no way to evaluate the Hispanic varieties in the writing and speaking tasks since the assessment scales that are used only contemplate the peninsular Spanish.