(School of Education, UWI, St. Augustine, 2008) Luengo-Cervera, Esperanza; Albornoz-Chacon, Ruth
In recent years, several Caribbean countries have stated their commitment to implement Spanish as a foreign language in the primary school curriculum. This initiative exposed certain needs: syllabus, teacher training, and instructional materials. Our experience through the Spanish Pilot Project in the University School made us aware of the factors required to make this implementation feasible: we had the syllabus, we were trained teachers, but materials were not suitable for Primary Spanish in the Caribbean. This paper contextualizes our experience in that project for the implementation of Spanish in primary schools in Trinidad and Tobago. Then it analyses the choices made regarding syllabuses and methodology in the creation of instructional materials, and relates them to the theories of second language acquisition
