Towards the integrated didactics of Andalusian and American Spanish

Beyond the controversy, now overcome, around the so-called Andalusianism of Spanish in America, this paper presents a didactic proposal for secondary education to work on these varieties of Spanish in an integrated way. This favours a vision closer to the reality of linguistic variation and allows, through historical knowledge -a perspective often eliminated from the teaching of language in secondary school- to encourage an appreciation for linguistic diversity based on knowledge and not only in external factors. Thus, after the introduction and the theoretical framework that support the didactic proposal, there is a sequence of activities that can be carried out together or in isolation to work on Andalusian and American Spanish, as well as a series of conclusions among which it is worth highlighting the adaptability of the activities and resources to students of different levels and educational contexts.