In recent years, the importance of Spanish language education has gained recognition in educational circles. However, many approaches to language education in Spanish-speaking countries address the standard variety of Spanish as the norm, leaving assumptions about accents and dialects unexamined. This reinforces notions of the supremacy and universality of the standard variety of Spanish, which can reproduce unequal relations of dialogue and power and undervalue other knowledge systems. To address this perceived gap, our textbook takes a decolonial approach to Spanish language education.

We draw on the ideas of Gabriella Veronelli's work on the coloniality of language and Walter Mignolo's book Local Histories/Global Designs related to bilanguaging love. Our aim is to enable educators to develop a set of tools to reflect on their own knowledge systems and engage with other varieties of Spanish in different ways, in their own learning or in their classrooms. Our textbook offers a theoretical framework and methodology to support educators to read the cultural logics of specific Spanish-speaking communities in relation to concepts related to language learning and pronunciation.