The purpose of the study is to examine how the Spanish teachers in secondary schools consider culture and intercultural competencies. This study also makes use of a sociocultural perspective that is in relation with the intercultural perspective and puts its mark in the study. To support our research we used the qualitative method, specifically, the semi-structured interview. Five Spanish language faculty members stemming from various areas of the country were interviewed. As a result of the questions presented we were able to conclude that teaching Spanish and Latin American culture is a fundamental objective in Spanish language classes. Another aspect that is worth highlighting in the data analysis is the importance of intercultural education in order to avoid misunderstandings, stereotypes, and cultural prejudices. In order to obtain this objective it is necessary that the language teacher apply different resources, strategies, and materials that will help activate and motivate students' learning, comprehension and interactions with other cultures.

The purpose of the study is to examine how the Spanish students in a 6th grade class of primary school consider contrastive analysis approaches in the acquisition of a third language. This study also makes use of a sociocultural perspective that is in relation with the language acquisition perspective and puts its mark in the study. To support our research, we used the qualitative method, specifically, the semi-structured interview. Five Spanish language students stemming from one school class were interviewed. As a result of the questions presented, we were able to conclude that learning Spanish as a target language has its challenges among the Swedish students. Another aspect that is worth highlighting in the data analysis is the importance of the students’ prior knowledge and its integration into the students’ own consciousness.In order to obtain this objective, it is necessary that the teacher helps the students to discover a connection between the forms and use of the Spanish grammar and that it can be done in an easy and playful way within the group in class and in outdoors environments.

Collaborative work in pairs or groups is a common practice in the workplace, in content courses, and in classrooms across languages, settings, and geopolitical boundaries. However, research on collaborative writing—working with a partner to jointly produce a text, including both planning and writing phases—is limited. In addition, it has resulted in contradictory findings, especially in terms of whether learners deliberate about language and how the composition process affects the written texts produced learners produce. The present study, carried out in a fifth-semester university Spanish Writing course, examines the process (i.e., interaction) and product (i.e., written document) of a collaborative writing module that focused on the creation of narratives. The analysis of learners’ collaborative dialogue produced during the planning and writing phases of the interaction focuses on: (1) at a macro level, how learners apportion their time while collaboratively planning and producing a written narrative (e.g., planning, formulating, revising); and (2) at a micro level, the types (e.g., discourse, grammatical, lexical, mechanical), frequency, and resolution (e.g., resolved, unresolved, resolved incorrectly) of their language-related episodes (i.e., the instances where they talk about the language they are producing and question their language use). Learners’ jointly produced texts were examined analytically in terms of complexity, fluency, and accuracy measures, as well as holistically using a rubric. Additionally, a microdiscourse analytic approach was used to examine the means by which members of a collaborative pair position themselves as partners in a collaborative writing activity. Results indicate that a fully collaborative writing event is a productive site for co- constructed learning as students pool their knowledge to solve language-use problems, particularly those related to word choice and grammatical structures. Additionally, the texts composed collaboratively are of higher quality, based on several of the measures utilized, than texts composed individually by members of the collaborative pair. Finally, implications for implementing collaborative writing tasks in L2 classrooms are discussed.

The purpose of the study is to examine Spanish teachers’ understanding of the concepts of intercultural perspective and intercultural approach within the teaching of Spanish as a foreign language. The study investigates this understanding in relation to Swedish governing documents and directives. Another question is whether teachers consider themselves to include this in their own teaching and how they experience the support given by the schools where they operate concerning how to cover intercultural perspective and intercultural approach in Spanish language teaching and learning. In the study we use a qualitative method, specifically the semi-structured and explorative interview. Seven teachers are interviewed digitally. The results of this investigation indicate that the informants possess some knowledge as to the meaning and significance of intercultural perspective and intercultural approach within the teaching of Spanish as a foreign language. However, this knowledge seems to depend on the size of the community in which they operate and whether they consider themselves to be surrounded by multiple cultures or not and therefore have experience and continuous practice regarding the subject of the study. The results of the study also show that the informants share their view on work-related time pressure and that they claim this to affect their ability to work with an intercultural perspective.