Some linguists propose that the varieties of a given language should not be studied without analyzing the historical changes that have occurred, that is, the diatopic variation of a given language can be better understood if we focus our attention on the diachronic variation of its semantic, phonetic, morphosyntactic, and pragmatic-discursive characteristics. In fact, it seems important to us, teacher educators of future Spanish as a Foreign Language (SFL) teachers, to know the evolution of American Spanish in different stages, taking into account the influence of pre-Hispanic languages and the process of Hispanization itself. Taking into account a Didactics of Plurilingualism, teachers may bet on a holistic teaching model of pan-Hispanic uses that is capable of responding to different geographical and social uses from a common point of departure so that students feel plurilingual within this historical language. Within the scope of the VarLang project, we have developed a study with a mixed approach (qualitative and quantitative), with a documentary and exploratory analysis of scientific articles, books, and other resources in relation to the origins and current uses of these characteristics and linguistic phenomena. We have also noticed its appearance in SFL course books, developing an analysis of course books from different geographical contexts (Germany and Portugal) and their contributions regarding the issue of interlinguistic varieties. The results show that the course books present more work topics related to cultural varieties than to linguistic varieties, and their approach is almost always informative.
Some linguists propose that the varieties of a given language should not be studied without analyzing the historical changes that have occurred, that is, the diatopic variation of a given language can be better understood if we focus our attention on the diachronic variation of its semantic, phonetic, morphosyntactic, and pragmatic-discursive characteristics. In fact, it seems important to us, teacher educators of future Spanish as a Foreign Language (SFL) teachers, to know the evolution of American Spanish in different stages, taking into account the influence of pre-Hispanic languages and the process of Hispanization itself. Taking into account a Didactics of Plurilingualism, teachers may bet on a holistic teaching model of pan-Hispanic uses that is capable of responding to different geographical and social uses from a common point of departure so that students feel plurilingual within this historical language. Within the scope of the VarLang project, we have developed a study with a mixed approach (qualitative and quantitative), with a documentary and exploratory analysis of scientific articles, books, and other resources in relation to the origins and current uses of these characteristics and linguistic phenomena. We have also noticed its appearance in SFL course books, developing an analysis of course books from different geographical contexts (Germany and Portugal) and their contributions regarding the issue of interlinguistic varieties. The results show that the course books present more work topics related to cultural varieties than to linguistic varieties, and their approach is almost always informative.