Teacher Training in Rural Settings: Enhancing Spanish Language Competence through Text-based Pedagogy

Authors

  • Beatriz Sedano Cuevas

    Departamento de Filologías y su Didáctica, Universidad Autónoma de MADRID, 28049 Madrid, Spain
  • Mahdieh Fakhar Shahreza

    The Spanish National Research Council (CSIC), 28006 Madrid, Spain
  • Gloria Portolés Lázaro

    CEIP 'Compromiso de Caspe', 50700 Caspe, Spain

DOI:

https://doi.org/10.30564/fls.v7i12.9393
Received: 6 April 2025 | Revised: 19 May 2025 | Accepted: 21 May 2025 | Published Online: 6 November 2025

Abstract

This paper reports on a study that is part of the HABLARLES project, within the broader ÁGORA research initiative, conducted in collaboration with school teachers in Alcañiz (Spain). The aim was to systematize and enhance an established training program that supports teachers in developing their students' communicative language competence through a text-based pedagogy. The methodology began with a comprehensive needs analysis, administering a pre-questionnaire to identify the region's teachers' challenges and training requirements. Based on the results, the structured training program was tailored to address the identified needs, engaging 70 teachers through seminars and working groups. The training focused on the selection and use of high-quality texts, equipping educators with practical intervention strategies to effectively support students' language development. A post-questionnaire administered to teachers who implemented the proposed pedagogy revealed significant improvements in teaching practices, such as the ability to select and use texts effectively for language instruction, alongside the establishment of a collaborative network for sharing and aligning teaching strategies. Regarding student outcomes, teachers observed notable progress in communicative language competence, particularly in oral and written skills, lexical acquisition, and increased motivation for reading and writing. Future research should adopt longitudinal designs to assess the sustained impact of text-based pedagogy on rural education, expand studies to diverse settings, and enhance teacher collaboration and professional development.

Keywords:

Continuous Teacher Training; Rural Education; Text-Based Pedagogy; Literary Texts; Spanish Language Pedagogy; Communicative Language Competence

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How to Cite

Sedano Cuevas, B., Fakhar Shahreza , M., & Portolés Lázaro, G. (2025). Teacher Training in Rural Settings: Enhancing Spanish Language Competence through Text-based Pedagogy. Forum for Linguistic Studies, 7(12), 454–470. https://doi.org/10.30564/fls.v7i12.9393

Issue

Vol. 7 , Iss. 12 (December 2025): In progress

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Article

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Copyright © 2025 Beatriz Sedano Cuevasz, Mahdieh Fakhar Shahreza , Gloria Portolés Lázaro

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This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.