Diatopic variation in the Spanish language classroom: analysis of textbooks and teaching practices

Abstract

This study provides a comprehensive overview of the treatment of dialectal variation in Spanish language classrooms at secondary schools in Mallorca, based on a teacher survey and an analysis of the most used textbooks. The study focuses on the treatment of this issue in the “Languages and Their Speakers” section of the LOMLOE (2020) curriculum, which expands the presence of dialectal variation in curricula since the early 21st century (as reflected in the last four education laws) and gives it a more pragmatic and relevant approach. On one hand, the study shows that, although textbooks tend to include geographical variation, they dedicate insufficient resources and space to this topic compared to other content areas. Most of the proposed activities lack a competential approach and are overloaded with material, limiting their effectiveness in the classroom. On the other hand, the results from the teacher survey reveal that dialectal variation is a topic that receives minimal attention, attributed to time constraints, an overload of content, and the lack of appropriate teaching materials. In conclusion, the research highlights the need to reconsider pedagogical strategies to prioritize dialectal variation and give it a more transversal approach that fosters respect and understanding of linguistic diversity among students.