The Landscapes of L2 Spanish Education Research: What is in the Global South and the Global North?

ABSTRACT This article synthesizes research on L2 Spanish education published between 1991 and 2024, identifying critical gaps and contrasting research priorities across the Global North and South in this domain. The review highlights three agendas for advancing the field: (1) the communicative and pragmatic dimensions of L2 Spanish pedagogy, (2) the dynamic interplay between teacher and learner identities in L2 Spanish classrooms, and (3) the potential integration of generative AI in L2 Spanish education. The thematic divergences between Global South and Global North research underscore the necessity of reciprocal scholarly dialogue to mutually enrich research practices and advance more inclusive frameworks in L2 Spanish research.