Eurocentrism i spanskundervisningen : En studie om språklig mångfald och inkludering i spanskundervisningen i svenska högstadieskolor.

Sammanfattning

This study investigates how Spanish teachers in Swedish lower secondary schools handle linguistic variation, focusing on the relationship between monocentrism and pluricentrism. The study aims to examine teachers’ interpretations of curriculum guidelines, the representation of language varieties in teaching materials, and the balance between Iberian and Latin American Spanish in classroom practice. The study is based on semi-structured interviews with eight Spanish teachers and analyzed using a thematic approach informed by teacher cognition theory. The results show that Iberian Spanish dominates both teaching materials and classroom practices, while other varieties are included only sporadically. Teachers’ choices are largely shaped by their own experiences, available resources, and time constraints. The study concludes that linguistic variation is often treated as supplementary rather than integral, which contributes to maintaining eurocentric and mononormative representations of the Spanish language.