Educational management of spanish for academic purposes and cultural integration of non-spanish-speaking Medical students

Abstract

Introduction: The educational management of Spanish for Academic Purposes (EFA) is a pedagogical necessity for the cultural integration and development of communicative competence among non-Spanish-speaking medical students. Its shortcomings are manifested in the disconnect between the use of Spanish and diverse academic contexts, the lack of a specific management approach, and inadequate linguistic development for the complexity of the training. Materials and methods: A documentary analysis and theoretical systematization were conducted using analytical-synthetic and inductive-deductive methods on the concepts of management and educational management, with the aim of defining their regularities in the context of EFA for medical training. Results: Key regularities of EFA educational management were defined, such as its systemic and pedagogical approach, teacher leadership, and its link to cultural integration. This management was conceptualized as a pedagogical process that articulates work-based learning as the primary context for cultural immersion to develop communicative competence. Discussion: The discussion integrates diverse perspectives that highlight the value of educational management for quality training, attention to communicative needs, the importance of the student's linguistic profile, and the central role of work-based learning and communicative tasks. Conclusions: The systematized foundations validate the need for educational management of Spanish for Academic Purposes (EFA), positioning work-based learning as the ideal context for communicative learning and the effective cultural integration of non-Spanish-speaking medical students.