Teach to Teach the Language

Abstract

In Poland, the teachers that teach a second language frequently are philologists who do not have any didactic or pedagogical training. This issue initially exposes that teaching practices are part of individual experiences or even “self-taught” training. Significantly, of approximately 10 universities that teach Spanish as a foreign language, none in the curriculum has subjects dedicated to the methods and their didactic applications, forms of evaluation, etc. In this sense, the author analyzes different proposals of the theory of the curriculum in studies of philology and discusses why in Poland studies in a second language do not include these topics.