Abstract
Spanish and French are both languages which have a long-standing monocentric linguistic standardization tradition, however they also possess polycentric features, clearly visible - albeit incomplete and largely insufficient - in glottodidactics and related materials. This paper aims to raise awareness of the sociolinguistic dimension in second language teaching, by first providing a thorough theoretical outline surrounding the issue, followed by scale descriptors referring to the introduction of diatopic variations during the second language learning process, with differentiated issues in Spanish an French by considering intrinsic specificities of each language.
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