The development of a critical approach in the teaching of Spanish as a foreign language: teaching beliefs

This article presents the results of a research carried out in the context of language teaching with the aim of approaching the beliefs that teachers have about what the development of a critical approach entails, where these beliefs come from and how they incorporate activities that help the development of such a critical approach in their classes. To achieve these objectives, data were collected from a qualitative methodological perspective, specifically, four in-service teachers with extensive training and experience were interviewed. The results obtained indicate the difficulty in defining what is meant by the development of a critical approach, as well as the variety of didactic proposals related to the attempt to develop it in the language classroom. These results are in line with the diversity of theoretical disciplines that incorporate the word "critical" in their denomination, which makes it difficult for teachers to approach what is meant by the development of a critical approach in their didactic proposals.