Spanish, A Living Language

The phrase "Spanish as an economic resource" (E / RE) was coined by the Spanish Institute for According to Foreign Trade (ICEX) (1995), Spanish is the macro sector or platform that includes all industries related to language: publishing, audio-visual, music, educational services (teaching of Spanish as a foreign language teaching Spanish for foreigners), new technologies related to language and media.

Later, in the second International Congress of the Spanish Language held in Valladolid in 2001, the phrase "Spanish as an economic resource" was adopted as one of the central topics of debate. Here the specific characteristics of each sector and the basic lines of action that were being developed at that time will be mentioned. According to Jiménez (2006), language is the most powerful and ancient of social communication technologies, whose usefulness multiplies with use. The Spanish language can be characterised as a good and free to use tool. It is free of charge for those who possess it as a mother tongue or second language and its usefulness increases with the number of people who use it.

Moreover, Spanish is a language in continuous expansion that can be considered universal. According to the Institute Cervantes (2012), studies collected from 2000 to 2010, as well as estimates of official statistical records, show that nearly 490 million people speak Spanish. In 21 countries Spanish is referred to as an 'official language'. It is the second language in the world by a number of speakers and the second language of international communication. For demographic reasons, the percentage of the world population speaking Spanish as a native language is increasing while the proportion of Chinese and English speakers is declining. In 2030 7.5% of the world's population will speak Spanish.

On the other hand, technology has now created the possibility and even the likelihood of a global culture. In addition, times have changed in the education, teachers have evolved, and there is a new breed of learning technologists, such as overhead projectors, interactive whiteboards, laptop computers and wireless internet have opened up the classroom to the outside world (Peacock, 2013).

Finally, globalization demands more foreign languages, not less. According to Ivan (2012), globalization is known as a process by which the people of the world are unified into a single society and function together. This process is a combination of economic, technological, socio-cultural and political forces. The whole process describes a way of erasing national boundaries for global benefit.

In conclusion, this is because the author has an interest in this area and considers it necessary and important to promote. It allows students to increase their intercultural understanding, moving from an ethnocentric orientation in which they are unaware of a cultural perspective outside their own, towards an ethnorelative one, in which they are more aware of other cultures and seek out diversity (Bennett, cited in Cushner, 2004).