A Comparative Analysis of Communicative Language Teaching and Learning Opportunities in Two Spanish Language Textbooks

Abstract

Amongst a wide range of applications for communicative language teaching (CLT) is its popular use as a framework for commercial world language education materials. Despite the prevalence of CLT-informed Spanish language textbooks and their impactful role on teachers’ practices and students’ learning, few studies to date have explored the implementation of CLT to inform Spanish language textbook design. Thus, authors engage in a descriptive inquiry to examine (a) the ways in which two commonly used beginner Spanish language textbooks are informed by a CLT approach and (b) how they compare in their support of a CLT approach to language teaching and learning. Using CLT as a theoretical framing, authors conducted a content analysis of the initial chapters of two high-school level Spanish I textbooks: ¡Exprésate! and Senderos. Findings indicate that both texts include a higher ratio of drills than tasks and prioritize discourse competence above other communicative competencies. Senderos may offer more student-accessibility and encourage more opportunities for oral communication in the target language, however ¡Exprésate! incorporated more diverse interaction types and styles. Practical implications for the several areas of CLT missing from both textbooks are discussed alongside suggestions for teacher supplementation and textbook revision.