Teaching Hispanic Culture, Diversity, and Tolerance through Hispanic Dances and Music: Two Approaches for Flamenco & Caribbean Dances

Esta es un versión antigua publicada el 28-12-2023. Consulte la versión más reciente.


  • Chita Espino-Bravo FHSU
  • Nicole English Fort Hays State University, Hays, KS, US
DOI: https://doi.org/10.6018/flamenco.553181
Palabras clave: Spanish for Specific Purposes, Flamenco Sessions and Spanish Vocabulary and Culture, Task-Based Learning Activity, Teaching Spanish Through Hispanic Dances and Music, Embodied Learning, Teaching Social Concepts, Culture, Sociology of Dance

Agencias de apoyo

  • Fort Hays State University


A Sociology Approach: Dance can be a useful tool for teaching students about culture and community. Through the language of Dance and Music (Caribbean Dance), context is given to social facts, which engages and informs students about such social issues as history, Colonialism, social class, gender, race/ethnicity, and social justice. The added bonus of using Dance as a lens is that it involves active, embodied learning (Dewey, English, Mead), making the material more memorable, meaningful, and relevant to the learner.

A Communicative Approach (Task-based Learning Activity) \& Language for Specific Purposes: Task-Based Language Teaching (TBLT) is a derivative of the Communicative Approach (CA) and Second language Acquisition (SLA) studies. Certain types of communicative learning activities can lead to acquisition of language (Abdel Kazeroni, Aquilino Sanchez, Margaret Robertson, Yiqng Lin). When teaching a Hispanic Dance Session using specific Spanish vocabulary of the dance to address certain dance movements (like Flamenco dance), we engage language learners in acquiring Spanish parts of language related to the flamenco dance. We also immerse learners in the culture of flamenco dance, and its rich cultural context, so they can learn about the social context, gender issues, the different meanings of the dance movements, the metaphors, and by extension they will learn about diversity, tolerance, inclusion, and respect for another culture through dance and music (Language for Specific Purposes: Angela N. Gardner, Howard Gardner, Victoria Escaip).  


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Biografía del autor/a

Chita Espino-Bravo, FHSU

Breve curriculum biográfico: 

Preparación académica

2005    Doctorado en español, Purdue University, W. Lafayette, Indiana, EEUU

1999    Máster en español, Purdue University

1993    Máster en literatura comparada (inglés-español), Purdue University

1989    Licenciatura en filología inglesa y germanística, Universidad Autónoma de Barcelona (UAB), Bellaterra, Barcelona, España.     

Campo de investigación   

Campo principal:  Literatura española de los siglos XVIII, XIX y principios del XX.

Campos relacionados:  Estudios de Flamencología, Estudios de la mujer, Feminismo académico, Estudios culturales, Estudios cinematográficos y Escritura creativa y Flamencología, ESL.

Otros intereses:  Arte y Pintura/Pintura Digital, Música, Canto, Baile Flamenco y Danza Estilizada, Flamencología.

Nicole English, Fort Hays State University, Hays, KS, US

About the Authors

Chita Espino-Bravo, PhD, Associate Professor of Spanish, Department of Modern Languages, Fort Hays State University, Hays, Kansas, United Stated of America.

Nicole English, PhD, Assistant Professor of Sociology, Department of Sociology, Fort Hays State University, Hays, Kansas, United States of America.


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27-12-2023 — Actualizado el 28-12-2023
Cómo citar
Espino-Bravo, C., & English, N. (2023). Teaching Hispanic Culture, Diversity, and Tolerance through Hispanic Dances and Music: Two Approaches for Flamenco & Caribbean Dances. Revista de Investigación sobre Flamenco "La madrugá", (20). https://doi.org/10.6018/flamenco.553181 (Original work published 27 de diciembre de 2023)