The dialectal variation of the teacher and the teaching of Spanish as a foreign language

Identifier:  TFM:581

Handle: https://hdl.handle.net/20.500.11797/TFM581

Authors:  Martinez Arcila, César Augusto

Abstract:
This paper is to describe theoretically some implications of the dialectal variety of teachers in the practice of teaching spanish as a foreign language. A survey of teachers from different countries in Europe and America was made. With the data obtained we developed a personal profile of the informants and we analyzed the relevant aspects for achieving the objectives: to know the dialectal varieties with more representation among teachers of Spanish and to know the degree of importance given to the dialectal varieties in class this language. The results showed that the dialectal varieties that have greater representation among the informants are the centro-norte penisular and the Andina. The first in far greater proportion than the other. Also among the teachers there is willingness to address dialectal issues in class but the books they use do not contribute to the development of this aspect. That is why teachers choose to create additional material to present to their students the linguistic diversity that exists in Spanish. Finally, conclusions about the most important data and recommendations for treatment of linguistic variety in class ELE were made.