Reaching intercultural speakers of Spanish as a second language with a new curriculum design

Abstract

In order to better prepare our Spanish as a second language (SL2) university students to be intercultural speakers (Cervantes Institute, 2007) and to ready them for the intercultural realities of the job market, we are currently internationalizing our curricula. Following the approach of Chávez and Longerbeam (2016) regarding interculturality, we are developing a cultural grammar (Sánchez Pérez, 2009; Guillén, 2016). In this paper, we present the basic concepts and definitions of our approach and conclude by highlighting three characteristics present in our intercultural in-class activities.