Latin culture-based teacher training for teaching Spanish as a foreign language in Secondary Education

Abstract

Latin culture-based teacher training for teaching Spanish as a foreign language in Secondary Education plays an essential role in a contextualized, meaningful and inclusive education. This article, the result of an international inter-institutional collaboration, projects the doctoral research of the lead author, advised by the co-author. It analyzes this issue at Saint George’s High School in Tortola, British Virgin Islands. Inadequacies such as lack of cultural knowledge among teachers, lack of contextualized pedagogical strategies, limitations in linguistic competence and absence of reflective practices and professional development opportunities are identified. In view of this, a flexible and adaptive methodological procedure is proposed, centered on the Latin culture, which promotes the integration of cultural aspects in teaching, intercultural sensitivity and a greater connection between the contents and the reality of the students. It is expected that this methodological proposal will contribute to the improvement of academic performance, the development of intercultural skills in students, the strengthening of their cultural and linguistic identity, greater motivation and participation, as well as the promotion of inclusion and diversity. The results highlight the importance of basing teacher training on Latin culture for contextualized and effective teaching of Spanish as a foreign language