Abstract:

Spanish is characterised by a large amount of linguistic diversity, especially across Spanish-speaking areas of Latin America. However, language instruction for Spanish has typically centred around relatively uniform and normative versions of the language, which are usually based on one prestigious variety. This emphasis may limit learners' perception of the rich sociolinguistic reality of Spanish speakers and reduce opportunities for developing sociolinguistic and intercultural competencies. To respond to these challenges, research in sociolinguistics and applied linguistics emphasises the need to include linguistic variation in language education.

This paper examines how sociolinguistic research on the heterogeneity of Hispanic American Spanish can be connected to language education through a pedagogy of discourses. Using research on the linguistic diversity of Hispanic America and its didactical integration within a discourse-oriented pedagogical framework, the paper outlines an approach that connects linguistic analysis with classroom practice. Theoretical perspectives are based on works concerning discourse and language education, as well as research in sociolinguistics and Spanish linguistics that highlights the plurality of Spanish and the value of recognising variability as a fundamental aspect of linguistic systems.

The study employs a qualitative, interpretative methodology in a higher education classroom context. Initially, phenomena related to linguistic variability across Hispanic American Spanish were identified, analysed, and described from a sociolinguistic perspective. Following this analysis, a series of didactic propositions based on a pedagogy of discourses were developed to link authentic linguistic diversity to language learning processes. These propositions were then implemented in higher education classroom contexts, allowing for observations regarding students' engagement with authentic discourses representative of different varieties of Spanish. Data were gathered through classroom observations, questionnaires, and students' responses and interactions during the activities.

The results show that access to authentic discourses expressing linguistic diversity fosters the development of sociolinguistic awareness and encourages students to move beyond traditional and normative views of the language. Furthermore, the activities facilitated students’ ability to recognise, compare, and analyse linguistic variation in different communicative contexts. The results support the pedagogical potential of discourse-based approaches for the incorporation of linguistic diversity in Spanish language education.

Moreover, the framework that links linguistic research and classroom practice contributes to a more diverse and realistic representation of the Spanish language in educational contexts. It offers practical implications for language instructors wishing to introduce linguistic diversity in their practices and to enhance learners' comprehension of the sociocultural dimensions of Spanish. As educational environments become increasingly global and multilingual, the acknowledgment and pedagogical use of linguistic diversity represent an essential step in creating more inclusive and critically aware language education environments.

Keywords:

Spanish language teaching, linguistic diversity, Hispanic American Spanish, pedagogy of discourses, linguistic variation.