LAS VARIEDADES Y SU COMPLEJIDAD CONCEPTUAL EN EL DISEÑO DE UN MODELO LINGÜÍSTICO PARA EL ESPAÑOL L2/LE

Nowadays, and specially regarding to Spanish, the importance of teaching this language to non-native speakers, has an enormous relevancy. There is a large bibliography in Didactics (methods and materials on the teaching of Spanish as second or foreign language) that demonstrates the interest in this field. There is no doubt about the improvement on theory, techniques and methodology, development of inventories on the subject matter, knowledge and skills. However, there are still areas in which is still indispensable to elevate the rigor of the basic assumptions. One of them refers to the construction of a linguistic model of teaching and learning. Since a decade ago, the preoccupation for the presence of a linguistic variation in the didactic materials in Spanish of a L2/FL is pressing. This is evident in the increasing frecuency of traits of the American Spanish -with more or less accuracy and coherence- on the various sessions of a textbook. Having a linguistic model that represents the Spanish language, not as a standardized system, but as an organized collection or language samples, is of general interest. In response to this demand, we introduce a formula with three components, two of which will receive here a special attention: the preferred variation, and the peripheral variations. We also explain the circumstances to be considered by the instructor when selecting the traits of such variations in order to be introduced in the linguistic model.