Teaching bare plurals in Spanish language classrooms

Abstract

Language instruction has shifted towards communication, often neglecting detailed grammar explanations based on linguistic research. This article examines the interpretation of bare plurals in Spanish, arguing for the integration of theoretical linguistics into classroom practices to enhance grammar instruction. The discussion highlights the differences between Spanish and English bare plurals and underscores the necessity of teaching these distinctions to prevent negative transfer and improve language acquisition. By analyzing recent linguistic findings, the article proposes practical approaches for incorporating these insights into teaching strategies, ultimately aiming to improve learners' comprehension and usage of Spanish bare plurals.