
The teaching-learning process of a language is comprised of various elements, such as grammar, linguistics and strategy. For now, I would like to focus on the socio-cultural side to it, because I believe that it is essential that foreign language teachers are very aware that learning a language goes far beyond simple linguistics.
In my class activities, I attempt not only to develop the four key skills, but also to instil a parallel cultural education in my students.
Every activity, in each stage (presentation, practice and production) broadens vocabulary and increases knowledge of grammatical structures, even at a subconscious level, but also widens socio-cultural awareness of the language’s context.
A mastery of grammar and vocabulary is not enough. The language, the society and the culture are tightly knitted together, and complement each other. If we take the idea that mastery of a foreign language means the ability to use it appropriately in any communication situation, socio-cultural competency adquires a fundamental role in this learning process. This competency is developed simultaneously with the other competencies. I would like to emphasise the importance of the teacher as a link between the students and the culture surrounding second language, and that it is essential that they teach them how to immerse themselves in it. Therefore, class activities should be geared towards achieving these aims, without the blocks developing independently of one another.
The key focus of teaching from an integrative perspective should be the promotion of interest, respect and communication with native speakers, whilst at the same time widening students’ knowledge of the culture of the countries in which it is spoken. Thus, linguistic and sociocultural competence allows a speaker to use the language in a satisfactory way in any act of communication.
Course for Spanish as a Foreign Language teachers|
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Patricia Velasco Sánchez
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