Teaching Spanish to Children in Sahrawi Refugee Camps: Experiences and Didactic Proposals

This article examines the teaching of Spanish as a foreign language (SFL) in the Sahrawi refugee camps in Tindouf (Algeria), within the framework of the RASDELE development cooperation project (University of Seville). The research is based on teaching experiences developed during April and May 2024 at the Walda Mohamed Ali primary education center (Auserd). The structure of the educational system in the camps, the specific characteristics of the investigated school, and the predominant methodology in the classrooms are described. The main linguistic needs of the students are identified, derived from interferences between Hassaniya and Spanish, as well as the affective factors that influence learning. Based on these observations, adapted didactic proposals are presented for the three levels where Spanish is taught (third, fourth, and fifth grade), founded on methodological principles that combine the communicative approach with the specific reality of the camps. These proposals include accessible and sustainable teaching resources, in accordance with the material limitations of the context. The results show significant achievements in student motivation and teacher interest in new methodologies, but also reveal difficulties such as resource scarcity, heterogeneity of levels, and adverse environmental conditions. The article concludes with recommendations for future interventions that respect the Sahrawi educational and cultural trajectory while enriching teaching practice.