Proper names in the teaching and learning of Spanish as a foreign language in Algeria: an onomastic study of the Puertas Abiertas textbook (3rd year of secondary school)

Abstract

This study sets out to examine, within a pedagogically grounded and context-sensitive framework, how proper names function in the teaching of Spanish as a foreign language in Algeria. It takes as its primary point of reference the textbook Puertas Abiertas (3AS), commonly used in Algerian secondary schools. The range of cultural references it mobilizes offers a particularly insightful lens through which to observe underlying didactic choices. At the heart of this reflection lies the idea that proper names are far from neutral linguistic elements. On the contrary, their inclusion in teaching materials reflects implicit orientations: they signal which cultural figures or places are considered worthy of transmission, shape the representation of identities, and subtly convey a set of values to learners. For instance, the recurrent presence of certain Hispanic figures, as opposed to others, can influence how students perceive the Spanish-speaking world and their place within it. From this perspective, the selection of proper names is not merely illustrative; it participates in the broader construction of meaning and plays a tangible role in the language learning process itself.