Materiais didáticos para o ensino de oralidade em espanhol como língua estrangeira destinados a brasileiros.

Abstract

Considering the lack of free materials for teaching Spanish as a foreign language in Brazilian public schools (Brasil, 2019), Ribeiro (2024) proposes a model for developing sequences of didactic activities focused on communicative pronunciation teaching (Celce-Murcia et al., 2010) as a potential alternative for addressing oral skills in the classroom. In this article, we aim to demonstrate how two of these activity sequences can support the teaching of oral skills in Spanish. To achieve this, we describe and analyze each stage of the developed teaching materials. The first sequence focuses on vowel segments, addressing the phenomena of neutralization of final unstressed sounds and nasalization, common features of Brazilian Portuguese. The second sequence targets the consonant segments /s/ and /θ/, exploring the phenomena of seseo, distinction between /s/ and /θ/, aspiration, and final /s/ deletion, which are characteristic of Spanish.