Teaching-learning strategies in Spanish as a foreign language class against racial discrimination

This article deals with a case study with 43 multilingual and multicultural university students grouped in 4 Spanish LE/L2 classes at an English university. 6 teaching activities are presented with a common theme: the unmasking of racism both in their own culture and in the foreign culture. Through the participatory observation method, it is possible to infer that the teaching-learning strategy of exposing LE/L2 students in a direct and challenging way to concrete examples of racism (and other taboo topics) encourages critical thinking and other soft skills such as cross-cultural competence. Thanks to the analysis of the tools that the CEFR offers us to raise awareness against racial discrimination, and of a theoretical framework on the racial issue in second languages, a series of teaching-learning strategies are examined: discursive overheated/cooldown classroom management strategies, the creation of "structured controversies" , the inclusion of respectful and courteous humour and, ultimately, critical and self-critical thinking in contexts where there is a strong Pluriculturalism.