Abstract

This study presents a critical discourse analysis of underlying language ideologies derived from L2 Spanish textbooks. Although previous research has tended to focus on ideologies contained in Spanish heritage language textbooks, in the present analysis, we expand this narrow scope by focusing on L2 Spanish textbooks, specifically Unidos, Identidades and Revistas. In addition, we conduct semi-structured interviews to gain insights into the beliefs and practices of language instructors who use the aforementioned books. Through this critical discourse analysis of the textbooks considered, we find a systematic globalization of language varieties (language variation is not made evident), stereotypes and the discussion of immigration issues from the point of view of dominant groups in society. Instructor views, on the contrary, reveal a deviation from the ideologies held in the textbooks and an awareness of the problematic nature of the suggestions provided. The results support the fact that unequal economic and social resources are clearly mirrored in these instructors’ notes of Spanish L2 textbooks. In light of this, the study offers pedagogical implications.

摘要

这项研究提出了从第二层西班牙语教科书中获得的潜在语言意识形态的批判性话语分析。尽管以前的研究倾向于将重点放在西班牙传统语言教科书中的意识形态上，但在当前的分析中，我们将重点放在西班牙语二级教科书上，尤其是Unidos，Identidades和Revistas，从而扩大了这一狭窄范围。。此外，我们进行半结构化访谈，以深入了解使用上述书籍的语言指导者的信念和实践。通过对所考虑教科书的批评性话语分析，我们发现了语言多样性（语言变化没有明显体现），定型观念以及从社会上的优势群体的角度对移民问题进行讨论的系统化全球化。相反，讲师的观点揭示了与教科书中所持意识形态的背离，并意识到所提供建议的问题性质。结果证实了这样的事实，即在西班牙二级教科书的这些讲师笔记中清楚地反映了不平等的经济和社会资源。有鉴于此，该研究具有教学意义。