Spanish Teaching and learning in secondary schools in Senegal: Teachers' beliefs

This study reports on the problems and needs around the teaching of Spanish in Senegal. More specifically, it explores the complex belief system of secondary school teachers about secondary educa-tion processes. For this purpose, a quali-tative methodology based on interviews with teachers, class observations and bi-bliographic analysis was used. In order to analyze the interviews, a codification pro-cess based on Grounded Theory was used, with the support of the ATLAS.ti software. The results of the study revealed the use of a traditional methodology for teaching Spanish, the lack of teacher knowledge on how to apply the communicative method, a teacher-centered approach, and the li-mited pedagogical training provided to teachers.