Abstract
The scant examination and dearth of academic and didactic contributions in Spain of teaching–learning Spanish for refugees is a clear shortcoming which should begin to be rectified within the next few years given the increasing presence of applicants and beneficiaries of international protection (henceforth ABIP) in our country. Given this dearth, and based on our experience as teachers with this student group, this study aims to offer several particularly illustrative examples of this phenomenon of structural divergence in language learning, in particular in relation to the crises of meaning that refugees deploy on traditional didactic materials, which reveal profound imbalances and shortcomings when faced with unprecedented pedagogical expectations. Here, it is also worth noting that a class of this kind — as a locus of (re)inscription of meanings — takes on additional functions not included in common pedagogical practice which stem from a profoundly novel educational context. To conclude, we seek to outline several reflections and recommendations which can stimulate proposed practices to help teachers, volunteers or technical staff deal with this contemporary social, political and educational challenge.
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