Språklig variation, kultur och interkulturell kompetens i spanskundervisningen på gymnasiet – en forskningsöversikt

Sammanfattning

This thesis presents a narrative literature review examining research on linguistic variation, cultural representation, and intercultural communicative competence in Spanish language teaching, with particular relevance for Swedish upper secondary education. Drawing on eleven studies from the USA, Europe, and Latin America, and informed by theories of pan-Hispanism and intercultural communicative competence, the analysis identifies a shift from monocentric, Eurocentric models of Spanish toward inclusive and pluricentric understandings of language and culture. Despite this shift, the reviewed research shows that hierarchical norms persist in teaching practice, often devaluing non-European varieties and portraying Spanish-speaking regions outside Spain in limited or stereotypical ways. These patterns are reproduced at structural levels, notably through textbooks and teacher education. The study highlights the need for structural change alongside pedagogical development, emphasizing the role of teacher education and teaching materials in supporting inclusive practices. Didactic implications include the use of authentic materials, explicit attention to linguistic and cultural variation, dialogic and contrastive approaches, and strategies that treat students' linguistic and cultural diversity as an asset. By relating international research to the Swedish school context, the thesis demonstrates how Spanish language teaching can promote linguistic variation awareness, intercultural communicative competence, a global perspective, and democratic values in education, thereby supporting student motivation, meaningful language use, and lifelong learning.