Teaching spanish as a foreign language in the post-pandemic era

Abstract

The purpose of this article is to describe the innovative strategies that have been proposed in the post-pandemic era for the teaching of Spanish as a foreign language (ELE). This is a documentary research, inscribed in the descriptive qualitative paradigm. It focused on the review of the contributions of different works chosen at random, with the purpose of comparing their approaches. With respect to the results, it was found that most of the authors indicate that there is an urgent need to readapt the methodologies for teaching Spanish as a foreign language. Since learning a second language requires the use of strategies that simulate the most natural and spontaneous learning (as occurs with the mother tongue). To this end, they propose developing communicative competencies along with intercultural ones, because this will help the student understand not only the communicative but also the pragmatic contexts of the use of ELE. This type of findings, although not necessarily generalizable, are a valuable input for ELE teachers who venture into the research of these topics.