The problem of content selection for second foreign language textbook (Spanish) at pedagogical university

as a primary teaching tool, foreign language textbooks in higher education institutions play a key role in developing students' professional skills and personalities. The content of foreign language textbooks is particularly important when teaching a second foreign language. This study aims to analyse the content of Spanish textbooks for teaching the Spanish language as a second foreign language (based on English) in teacher training universities. This article examines the characteristics of the current textbooks used in universities to teach Spanish, such as considering the characteristics of learners, interconnecting types of speech activity and providing sociocultural orientation. It also lists the advantages of different types of textbooks. However, authentic textbooks do not address issues such as the inability to rely on the native language and the lack of exercises focusing on developing language habits. Despite their advantages, parallel textbooks often lack authenticity and are not always available as a complete series or easily adaptable for teacher training universities. The article concludes that textbooks for teaching Spanish as a second language in teacher training universities should consider the specific nature of students' future professional activities, providing support in both the native language and the first foreign language (English).

a second foreign language teaching, foreign language textbook, textbook components, types of speech activity, professional orientation, content modeling