Abstract
The increasing view of Spanish as a pluricentric language has raised awareness of its linguistic diversity also in the grammatical domain. The concept of Pan-Hispanism—the recognition that varieties different from Castilian Spanish can be acceptable as Standard Spanish—has been publicly implemented by the prescriptivist institutions. The goal of this article is to analyze the influence of Pan-Hispanism and awareness of syntactic variation in teachers of Spanish as a second language. To do so, we surveyed 264 native and non-native teachers of Spanish across the world through an online questionnaire where they had to (a) implicitly judge sequences which reflected grammatical phenomena of different diatopic varieties of Spanish, and (b) explicitly indicate which variety they used in their classes. The results show that, despite the advances and institutional efforts towards pluricentrism, awareness of Pan-Hispanism in grammar is still very low among teachers of Spanish, since most tend to reject grammatical uses that are alien to their own variety. The prevalence of the prestige of Castilian Spanish is linked to a still dominant Eurocentrism in the teaching of Spanish as a second language, thus showing the need for adopting a more tolerant and inclusive view of Spanish linguistic diversity.
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Articles in the same Issue
- Frontmatter
- Research Articles
- Exploring open consonantal environments for at-home testing of vowel perception in advanced L2 speakers
- “Writing-to-learn”: the influence of task repetition on CSL writers’ attention to form
- Tourism, commodification of Dongba script and perceptions of the Naxi minority in the linguistic landscape of Lijiang: a diachronic perspective
- The early the better? Or, the more the merrier? The relative effects of onset age and exposure hours on EFL learners’ implicit and explicit grammatical attainment
- Stylistic alignment in natural conversation involving second language speakers
- Learner-internal and learner-external factors for boredom amongst Chinese university EFL students
- Epistemic positioning by science students and experts: a divide by applied and pure disciplines
- Sociocultural influence on engineering students’ collaborative design project: an Activity Theory perspective
- Interplay between language and identity: Chinese returnee scholars in the internationalisation of higher education
- The pedagogical remit of test preparation: the case of writing acquisition on an IELTS course
- Contributions of morphological awareness and lexical inferencing ability to L2 vocabulary knowledge among Chinese EFL learners: a structural equation modeling analysis
- Syntactic variation and Pan-Hispanic awareness in teachers of Spanish as a second language
- Strategic competence, task complexity, and foreign language learners’ speaking performance: a hierarchical linear modelling approach
- Effects of working memory capacity and distance-based complexity on agreement processing: a crosslinguistic competition account
- Review Article
- Oral corrective feedback on lexical errors: a systematic review
Articles in the same Issue
- Frontmatter
- Research Articles
- Exploring open consonantal environments for at-home testing of vowel perception in advanced L2 speakers
- “Writing-to-learn”: the influence of task repetition on CSL writers’ attention to form
- Tourism, commodification of Dongba script and perceptions of the Naxi minority in the linguistic landscape of Lijiang: a diachronic perspective
- The early the better? Or, the more the merrier? The relative effects of onset age and exposure hours on EFL learners’ implicit and explicit grammatical attainment
- Stylistic alignment in natural conversation involving second language speakers
- Learner-internal and learner-external factors for boredom amongst Chinese university EFL students
- Epistemic positioning by science students and experts: a divide by applied and pure disciplines
- Sociocultural influence on engineering students’ collaborative design project: an Activity Theory perspective
- Interplay between language and identity: Chinese returnee scholars in the internationalisation of higher education
- The pedagogical remit of test preparation: the case of writing acquisition on an IELTS course
- Contributions of morphological awareness and lexical inferencing ability to L2 vocabulary knowledge among Chinese EFL learners: a structural equation modeling analysis
- Syntactic variation and Pan-Hispanic awareness in teachers of Spanish as a second language
- Strategic competence, task complexity, and foreign language learners’ speaking performance: a hierarchical linear modelling approach
- Effects of working memory capacity and distance-based complexity on agreement processing: a crosslinguistic competition account
- Review Article
- Oral corrective feedback on lexical errors: a systematic review