MODERN SOCIOCULTURAL CONTEXT OF THE SPANISH LANGUAGE: NEW CHALLENGES

  • The authors:
    Marina M. Raevskaya
    Elena A. Grinina
  • Issue: July 24-26th, 2019
  • Pages: 338-345
  • Section: PROBLEMS OF INTERCULTURAL COMMUNICATION AND TRANSLATION
  • URL: http://conference-ifl.rudn.ru/338-345/
  • DOI:
    10.22363/09669-2019-338-345

Abstract. The coexistence of different cultures, identities and ethnic
sensitivity has formed the configuration of the contemporary Spanishspeaking society that is facing two essential problems: that of migrations
and that of identities. In the modern sociocultural context, the Spanish
language is determined by the balance between the two opposite extremes:
globalization and the diversity of cultural identities.
The objective of this publication is to analyze the current social context,
emphasizing the fact that Spanish, trying to preserve its own global cultural
identity, is forced to compete with English, on the one hand, and with
regional languages and minorities identities, on the other. At the same time,
the development of migration and globalization processes is associated with
the intensification of intercultural communications unfolding in a pluralistic
society. The versatility of the phenomenon of intercultural communication
in the Spanish-speaking space in the context of globalization explains the
need for its study, taking into account the current sociolinguistic situation.
The main goal of the paper is within the following theoretical framework:
the first relative to the construct of the superdiversity of S. Vertovec (2007),
and the second, the concept of interculturality of C. Walsh (2009) and the
third, the plurilingualism and pluriculturalism in global societies.
The most recent research in the field of sociolinguistics proposes theoretical
approaches oriented towards the analysis of so-called “super-biodiversity”.
This concept reflects the complexity of the current plurilingual and
pluricultural scenario in which speakers use hybrid communication
resources, which confirms that language is one of the most flexible and
expansive tools in the cultural production of identity.
But, at the same time, nowadays it becomes more evident the desire to seek
and protect their own national, ethnic, cultural or linguistic identity in
minority societies. In the opinion of M. Marusehko, the identity problem has
become so acute that it already has a global character. It is surprising that in
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DOI: 10.22363/09669-2019-338-345
the context of globalization the regional languages are experiencing a
parallel spread throughout the last thirty years.
The analysis of the sociolinguistic situation in Spain, which being a
multinational country, presents a very diverse panorama shows that the
search for its own identity very often provokes social conflicts.
Migratory studies have emphasized the theme of identities and ethnicity
until now understood as the isolated realities of cultural interactions
between different diversities (immigrant populations and native residents)
that until up to now have not been sufficiently studied. The research
materials published in the journal “LANGUAGE AND MIGRATION”
reflect the new social reality in which the global communities of many
countries live.
At the same time migration is connected with the effective teaching of the
Spanish language to new residents of Hispanic countries. The hardest
didactic difficulty that Spanish teachers will have to deal with is, precisely,
the diversity of its geographical, dialectal and discursive modalities that
must be known and taught properly. But the problem is no longer burning
because, from the normative point of view, the Spanish language offers a
plurality of national and supranational standards with a polycentric
perspective that, at least in its fundamental aspects, must be assumed by
teachers and professionals of ELE to exercise your work competently.
Regarding the teaching for immigrants, recently, the problem of the specific
and adequate training of Spanish teachers for immigrants in different
educational contexts has been discussed: from students in university
education, to Primary Education, Secondary Education and linguistic
support classrooms, etc., because the professionals that work with this type
of students are still missing skills they need to meet the needs and demands
of this educational practice.
Keywords: Pan-Hispanic plurilingualism, Pan-Hispanic pluriculturalism,
superdiversity, Pan-Hispanic identity construction, Spanish language and
migration, teaching for immigrants

Marina M. Raevskaya¹, Elena A. Grinina²
1
Lomonosov Moscow State University (MSU), Moscow, Russia,
e-mail: mraevskaya@gmail.com
ORCID ID: 0000-0002-7724-0403
2
Moscow State University of International Relations (MGIMO
UNIVERSITY), Moscow, Russia, e-mail: eagrinina@yandex.ru
ORCID ID:0000-0003-0405-1895

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