Vigo International Journal of Applied Linguistics VIAL

Paula Reyes Álvarez Bernárdez (1) and Carles Monereo Font (2). I Do Not Want to Learn Spanish. Critical Incidents in the Spanish as a Foreign and Second Language Classroom. VIAL Number 14/2017: 9:37.

ABSTRACT:


This pilot study aims to identify the main Critical Incidents that emerge in Spanish as a Foreign Language (SFL) and Second Language Acquisition (L2) classrooms, their emotional impact, and the main coping strategies used by teachers. To do so, we applied the "Survey for SFL & L2 teachers on critical incidents" (EPIC-ELE in Spanish) to a representative sample of 115 SFL & L2 teachers. After a statistical analysis of the data, results show the dimensions with greater frequency and emotional impact (educational methods and purposes, linguistic prejudices, motivation, and assessment), the most used coping strategies, and some paradoxical results such as the low incidence of indiscipline or the greater use of strategic or innovative procedures by less experienced teachers. These results are discussed in the conclusions, where some ideas that could be included in the initial training of SFL & L2 teachers are also put forward.


Keywords: Critical Incidents, Spanish as a Foreign Language, Second Language Acquisition, Teaching Strategies, Coping Strategies, Teacher Identity

(1) Universytet Mikolaia Kopernika, Torun, Poland. (2) Universitat Autònoma de Barcelona, Spain.

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