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In:Applying Corpora in Teaching and Learning Romance Languages
Edited by Henry Tyne and Stefania Spina
[Studies in Corpus Linguistics 122] 2025
► pp. 323–351

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Chapter 13
Integrating language teachers’ voices in the design and exploitation of Spanish corpora in the UK

 | University of Murcia
 | Instituto Cervantes Manchester
Published online: 20 November 2025
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https://doi.org/10.1075/scl.122.13per
Abstract
This chapter reports on a study on the views of seven in-service secondary school Spanish teachers in the UK about the use of corpora in their practice. A semi-structured focus group was set up in which teachers discussed the corpus affordances and obstacles for the teaching of Spanish at secondary and high-school level. Among others, the preparation of the Individual research project and work with word-lists were identified as areas where corpora could be of use. However, time availability and exam-focused practices challenge the integration of corpora into their teaching practices.
Article outline
  • 1.Introduction
  • 2.Using corpora in the language classroom: Teachers’ perspectives
    • 2.1Corpora and language teaching
    • 2.2Corpora and Spanish foreign language teaching
    • 2.3Teachers’ perspectives
  • 3.Methodology
    • 3.1Participants
    • 3.2Data analysis
  • 4.Results and discussion
    • 4.1Corpora and the curriculum
    • 4.2Teaching ‘real’ Spanish
    • 4.3Resources in the L2 Spanish classroom
    • 4.4Normalising corpora in the L2 Spanish classroom
  • 5.Concluding remarks
  • Notes
  • References
  • Appendix
References (63)
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