A variação lexical no ensino digital do espanhol como língua adicional: um estudo do Duolingo

Abstract

This study investigates lexical variation in the digital teaching of Spanish as an additional language (AL), with particular focus on Duolingo, a popular language learning application. The main objective was to identify and analyze how lexical linguistic variation is addressed in the exercises of Section 3 of the Spanish course for Portuguese speakers, with emphasis on common nouns. Linguistic variation is an intrinsic and natural characteristic of all languages, revealing their richness and diversity. Given the growing interest in technology-mediated learning and the need to value linguistic diversity as a form of inclusion, recognition, and respect for multiple speech communities, it becomes crucial to analyze how such variation is treated in teaching. To this end, a quali-quantitative, exploratory, and descriptive methodology was adopted, through which lexical variants were mapped, classified, and analyzed. The results indicate that Duolingo does not significantly incorporate lexical variation in its lessons, privileging a standardized, homogeneous, and delocalized language. Furthermore, low acceptance of lexical variants was observed in open-ended exercises, which may reinforce exclusionary linguistic ideologies. In this sense, by seeking to understand language teaching and learning practices in digital environments, it is concluded that limitations and challenges still persist regarding the treatment of lexical variation in the teaching of Spanish as an AL, highlighting the need for a more critical and sensitive perspective toward linguistic diversity in order to promote a richer and more inclusive learning experience.