Typology of projects for developing pre-service Spanish teachers’ competence in spoken language production

The Spanish language is one of the most widely spoken languages in the world, with over 407 million native speakers. It is one of the official languages of the United Nations and has numerous regional variations, each with its own cultural and linguistic characteristics. This growing global influence increases the demand for high-quality pedagogical education in Spanish language teaching, including the Ukrainian society’s need for well-prepared pre-service Spanish teachers.The issue of developing pre-service Spanish teachers’ competence in spoken language production is a pressing task for educational programs focused on professional foreign language teacher training in Ukraine. Consequently, there is a need to implement effective teaching methods, one of which is project-based learning. Compared to traditional instruction, project-based learning presents an innovative and natural approach to acquiring competence in spoken language production.Project-based learning helps create a balanced and comprehensive educational environment that integrates foreign language communication with problem-solving tasks to enhance students’ creative potential. Through foreign-language project activities, students experience real-life situations in which the target language is actively used, shifting the focus from merely acquiring linguistic components to mastering content-based competence in spoken production. Additionally, project-based learning allows for the integration of foreign language studies with other academic disciplines while fostering key 21st-century skills.In this publication, the authors justify the relevance of developing pre-service Spanish teachers’ competence in spoken language production through innovative project-based learning. They analyze the interpretation of the term “project” in contemporary pedagogical science, propose their own definition of the project concept in foreign language teaching methodology, present a methodological typology of projects, and provide examples of projects aimedat fostering pre-service Spanish teachers’ competence in spoken language production.