Implementing a didactic unit on death language and culture for advanced Spanish learners : insights from classroom practice

Abstract

ABSTRACT: This study presents the implementation of a didactic unit aimed at addressing the nuanced facets of death in Spanish culture within the realm of Spanish as a Foreign Language (ELE) instruction. Acknowledging the societal taboo surrounding death in Western culture, the curriculum, inspired by the Curriculum Plan of the Cervantes Institute, strategically introduces essential lexicon and cultural insights. Delivered to advanced ELE students, the curriculum not only focuses on linguistic competence but also prioritizes cultural fluency in addressing sensitive topics like death. Leveraging diverse sources of information, the curriculum explores rituals, superstitions, and legends, recognizing the multifaceted nature of death across Spanish-speaking cultures. A unique aspect of this proposal is the incorporation of iconic Spanish films, enhancing the learning experience with motivational resources and authentic examples. The paper highlights the impact of audiovisual materials in providing a dynamic and immersive learning experience, transcending traditional instructional methods. The use of films not only enriches linguistic skills but also fosters a deeper understanding of the cultural and social contexts within which Spanish is spoken. The findings underscore the importance of addressing cultural topics in language instruction, cultivating a holistic appreciation for the cultural richness embedded in the Spanish language. This didactic proposal demonstrates the efficacy of an adaptable, audiovisual-centered approach in immersing students in Spanish death-related customs, emphasizing cultural sensitivity in pedagogical practices.