Enseñanza-aprendizaje del castellano como segunda lengua y gestión del proceso de cambio en el aula

Abstract

Beginning with a description and a micro-ethnographic analysis, this paper presents the results of an experience of teaching Spanish as a second language to Quechua students in rural Bolivia. The experience shared demostrates two distinct challenges: first (one that is simpler to resolve), an environment where Spanish speakers are generally no present; and the second (with a more complex solution) the use of certain teaching method and didactic materials.