Propuesta de creación de un organismo coordinador del hispanismo en India desde una perspectiva intercultural

This research originates from our reflections on teaching practices used in the Spanish as a Foreign Language class with adult learners in India and it is based on continuous self-observation and introspection targeted at professional development within the Indian context. This self-observation is supported by audio/video recordings and notes that, together with surveys and teaching assessments conducted by students, enabled reflection processes in which more introspective aspects were inevitably registered —for example the native Spanish teacher’s perceptions in her role both as guide and as participant observer in a foreign cultural setting. From the beginning, everything that was heard, seen and thought was registered in a classroom diary and also used as documentation material. This practice enabled us to (a) systematically organize available information and to (b) design a wider research framework based on reality experienced and observed in class. Quantitative and qualitative research techniques are, therefore, combined in our thesis by compilation of articles. In our work, external knowledge complements internal visions, i.e., a deep and critical reflection conducted by teachers themselves about real situations occurring in the classroom; this ensures a continuous and cyclic feedback loop. Students also reflected in the same manner, with a view to establishing lines of work leading to qualitative changes, considering perceptions of the main actors involved in classroom work. Contrasting direct and practical experiences with theoretical knowledge helped in consolidating a theoretical basis upon which decisions and action plans suggested can be based. At the same time, publishing articles about classroom experiences while research work was still being conducted, allowed for documentation processes to be carried out parallel to teaching practices. All in all, theory and practice were connected allowing them to evolve together following an ongoing feedback process throughout. These reflections about teaching Spanish as a Foreign Language with adult learners in India would be incomplete without considering the different educational contexts and project frameworks encompassing them. From our experience within the Lecturers Program MAEC-AECID at the University of Mumbai and at Instituto Cervantes in New Delhi, we would like to aim: • Firstly, at a line of reflection on opportunities to exploit intercultural encounters arising from Spanish educational and cultural programs in India, taking into account social, linguistic and cultural characteristics of the country, • secondly, we suggest a model for teachers’ training and program implementation starting from a reflection on current actions and leading towards raising awareness that allows for a search for alternatives and • thirdly, at the creation of new coordination and action methods while improving the existing ones that are periodically observed, analysed and assessed for subsequent actions. Contents exposed in this research will help build new knowledge from previous knowledge and experiences in India and from interactions among all actors involved. We refer here to multidirectional interactions of a more social nature, i.e., among different levels and not necessarily among more experienced people or among people sharing similar experiences. Ultimately, we look for the same kind of collaboration as the group work seen in class with our students. This interaction will enable us to build, from individual knowledge and abilities, collective knowledge and action plans required for coordinated and constructive work related to teaching Spanish as a foreign language with adult learners in India.