The purpose of this paper is to understand, through the Spanish teacher's, the pedagogic coordinator's, and the principal's accounts, two beliefs about the teaching and learning of Spanish in an elementary public school that has included Spanish as a foreign language in its syllabus since 2000. Beliefs are seen as socially historical and political products, connected to the broad socio-political contexts (BARCELOS; KALAJA, 2011). Results suggest that the teaching of Spanish as a foreign language in that school seems to be discursively an artifice to maintain the social stratification and the status quo.
beliefs about language teaching and learning; Spanish as a foreign language