Module 1. Affective factors and the teaching of Spanish as a foreign language

Dr. Jane Arnold, University of Seville

In this course we will explore the importance of the affective domain in language teaching – what it is and how it affects learning – and see many ways to work with affective factors in the classroom to help to make learning more effective.

  • Individual factors which influence learning: self-esteem/confidence, anxiety, motivation, autonomy and learning styles, including applications of Gardner’s Theory of Multiple Intelligences to teaching Spanish.
  • The relational factors between teacher and learners which influence the transactional process of learning a language in the classroom context: facilitation, teacher confirmation, group dynamics, empathy, cooperative learning. The importance of establishing a learning community which encourages students to interact in the target language.
  • Language learning within a holistic framework which includes the cognitive, affective and kinesthetic aspects of learners. Incorporation of movement in the classroom.
  • Preparation of activities which support the affective domain in language learning. 

Module 2. Intercultural communication in language teaching and learning

This course centers on the dimensions of intercultural communication and interaction that arise from encounters between people of different languages and cultures, a fascinating process experienced by many people who cross national boundaries in today’s world.

  • What defines a culture? Culture vs. civilization. The mother culture (C1) and the target culture or cultures (C2)
  • Communication vs. interaction. Verbal and non-verbal communication in the target language (L2).
  • Language and culture shock and culture stress. Cultural stereotypes and misunderstandings.
  • Cultural differences – the visible and the hidden. The context of communication – space and time.
  • Techniques and procedures teachers can use to incorporate the cultural (C1) and intercultural (C1 and C2) components in their classes.

Module 3. Varieties of the language in teaching Spanish

There exist several varieties of the Spanish language throughout the world, especially in Latin America. In this course we will examine the main differentiating characteristics and see how to work with them in the classroom.

  • The basic concepts of linguistic diversity and varieties of Spanish related to teaching the language.
  • Uses of the varieties of Spanish in the language learning/teaching process. Exploration of how to work with varieties of Spanish in the classroom and presentation of strategies to help students learn them.
  • Analysis of ways to teach the language and Spanish American culture in the classroom.
  • Resources for working with varieties and norms of Spanish in different geographical areas.

Module 4. Motivation for language teachers and learners

In this course we will study in detail one of the most important factors in the language learning and teaching process: motivation of the student and the teacher. We will look at diverse ways to activate, maintain and evaluate motivation.

  • The importance of autonomy and self-efficacy in L2 teacher and student motivation. Practical applications of the theory of self-determination (Deci and Ryan) and the theory of self-efficacy (Bandura).
  • Goals and motivation. Establishing and orienting goals.
  • Motivation and the group. The importance of group dynamics for the learning process. Ways to work with the group in the L2 classroom.
  • New trends in the study of L2 motivation: Dörnyei’s L2 Motivational Self System and Ushioda’s Person-in-Context. Proposals for their incorporation in the classroom.

Other academic activities

Special workshops with experts on teaching Spanish:

  • Use of Spanish cinema in teaching.
  • Specific problems when teaching Spanish grammar.
  • Using melodies and rhythm for the development of reading and writing skills in Spanish as a foreign language.

Working sessions on tools for teaching Spanish:

  •  Art and creation.
  • Technology and Social media.


Las competencias clave del profesorado de lenguas segundas y extranjeras: Proyecto para una enseñanza de calidad.                                   Elena Verdía,  Directora de Formación de profesores,  Instituto Cervantes

Participants will have informal meetings with professionals in the field of teaching Spanish as a foreign language. Conversation exchanges with teachers from Seville can be organized during the month.

As classes are taught in Spanish, it is recommended that participants who are not native speakers of Spanish have at least a B2-C1/ High intermediate-Advanced level in the language.