Didactics for the teaching-learning of Spanish as a second language in Jamaican Universities

Didáctica para la enseñanza-aprendizaje del español como segunda lengua en Universidades de Jamaica

Abstract

The problems that are faced in the University scenarios in Jamaica to prosecute the teaching and learning of Spanish as a second language require guidelines for didactic-methodological work focused on the perspective of the creation and contextualization of learning situations; In this sense, teachers have as a professional requirement to assume a creative attitude that allows them to transform the construction processes of the idiomatic content once they insert the features of the context into the learning situations. Therefore, this article aims to offer some reflections of a pedagogical and didactic nature given in the epistemic-constructionist process of teaching Spanish as a second language aimed at configuring in the teacher a didactic-methodological thought that not only It focuses on the dynamics of learning Spanish to facilitate the acts of communication, but rather recognizes the relationships of contextualized significance given within these communicative acts. The criteria of specialists and the in-depth interview were the theoretical methods that allowed us to corroborate the feasibility of these reflections, which is why it is concluded that in the conclusive arguments the transforming effects of the categories of communication acts and contextualized significance are highlighted.