REFLEXIÓN TEÓRICA SOBRE LA PRAXIS ESCOLARIZADA DEL IDIOMA ESPAÑOL COMO LENGUA EXTRANJERA. CASO CLIFTON: A COMMUNITY ARTS SCHOOL, ROTHERHAM - INGLATERRA

Abstract

The current study aimed to re-think about the teaching practice in foreign languages in order to re-think about theoretical models. The study also addressed a co-evolutive proposal to teach foreign languages in a better way. To carry out this research, there are four stages. The first one focused on theoretical reflections of applied linguistics, psycholinguistics and learning theories. In that regard, it is considered the communicative approach, this approach contains the communicative competence. Each competence has emotional, social and cultural aspects. The second stage focused on a case study approach by using the communicative approach. It aimed to plan the teaching process of Spanish as foreign language in Rotherham, England. The third stage describes the teaching process focusing mainly on redesigning activities that were the result of using a traditional method in the United Kingdom. This occurred due to the fact that it was not possible to use the communicative approach. The last stage shows the results an the theoretical reflections. Finally, there is a new proposal related to a new praxis in foreign languages that is based on a no formal education in an artificial context. The proposal allows using the communicative competence, mainly sociocultural and intercultural competences.