Teaching Spanish from the perspective of language as an economic resource: Hispanic cultural representation in Aula Internacional – Nueva Edición

Abstract

The leading role commonly occupied by Spain in Spanish textbooks as an additional language has an impact not only in the numerical-quantitative sense, but also due to its sociocultural representation. This Eurocentric centralization is even more accentuated when we analyze books produced by Spanish publishers. In this sense, we aim, in this article, to discuss the representation of Spanish culture in Spanish textbooks with global circulation. To do so, we will quantitatively and qualitatively analyze the collection Aula Internacional – Nueva Edición (CORPAS; GARCÍA; GARMENDIA; 2013; CORPAS; GARMENDIA; SORIANO, 2013; CORPAS; GARMENDIA; SORIANO, 2014; CORPAS et al., 2014a; CORPAS et al., 2014b), by Difusión. As theoretical references, we are based on the concepts of power and regimes of truth (FOUCAULT, 1979) and on the bias of “Spanish as an economic resource”, as part of a language expansion policy (LAGARES, 2018; DEL VALLE, 2007). The analysis points to a cultural approach based on the commodification of language teaching in favor of the Spanish interest, contributing to the maintenance of its sovereignty. It is therefore urgent for us to develop an educational practice that seeks to break with this hegemonic logic, so that Latin America ceases to occupy a marginalized place in these didactic materials.