Abstract
The article aims to reflect on the challenges of teaching Spanish to immigrant women and what devices and teaching strategies could make this teaching more effective. Specially, we will analyze the specific needs of adult immigrant women who face learning Spanish as a non-native language, and we will pay special attention to the influence of affective factors on their learning process. Finally, we will offer some didactic strategies that can be useful in the classroom of adult immigrant women to facilitate not only linguistic acquisition, but also the integration of the students in the new host society.
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