Teaching and learning spanish as a second language from an intercultural approach.

Abstract

The aim of this study is to analyze how the intercultural approach is conceptualized and applied in the teaching and learning of Spanish as a second language (EL2), through a systematic review of recent literature. The methodology used consisted of a qualitative bibliographic systematization, based on the documentary analysis of 18 scientific articles published between 2021 and 2025 in specialized academic databases such as Scopus, ERIC, Google Scholar and Dialnet. To this end, rigorous inclusion and exclusion criteria were applied that guaranteed the selection of empirical and theoretical studies that addressed pedagogical strategies, technological resources, and practices of cultural interaction in various contexts of instruction. The main findings revealed that the implementation of innovative strategies, such as gamification, authentic multicultural resources, the use of advanced digital technologies, and teaching based on intercultural dialogue, not only significantly favors language acquisition, but also optimizes the development of intercultural communicative competence in students. Furthermore, it was found that ongoing teacher training in global competencies and the critical integration of technological tools are indispensable factors for the methodological success of this approach. In conclusion, the results directly address the research questions regarding the dynamics of conceptualization and practical application of the intercultural paradigm. This study provides an updated theoretical and empirical foundation on the most effective teaching approaches, highlighting the urgent need to transform traditional teaching practices toward an inclusive, critical, and connected educational model.