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“Designing Materials to Develop Vocabulary Skills in Spanish as a Foreign Language through Intercultural Teaching”.
Alcoholado (2020)
According to Cuartero et al (2023),
Learners could face other factors in oral interactions that might interfere with natural and fluid speech, such as difficulty pronouncing words, and misunderstanding certain word concepts or language aspects
disregarding the number of Spanish speakers, Unamru (2018) claimed that...
• Besides, the official material to teach the Spanish language is focused on Spanish from Spain more than the Mexican context, and this is because the Cervantes Institute is in Spain and is the maximum authority related to teaching Spanish as a Foreign Language (SFL). The Cervantes Institute Accreditation System of Centres (SACIC) which is responsible for the accreditation process of the applicant centers, also belongs to the Cervantes Institute.
If this continues, and with all this globalization, foreign learners could continue having problems misunderstanding and having no effective communication, not knowing how to address or behave in specific contexts. Learners coming to Mexico and learning with material focused on the Spanish language from Spain may experience frustration because the context is different, provoking cultural shocks that will hinder the use of the Mexican Spanish language, causing problems in the intercultural competence any student should develop.
Interculturality
