Abstract
This contribution sketches the main formal and functional properties of Spanish cleft constructions and reviews the ways these syntactic structures are described in contrastive studies and contrastive grammars. In light of their pragmatic properties, as well as their availability in the main Romance languages, it then advocates that clefts are worthwhile taking into account more systematically in teaching Spanish as a foreign language. These structures are relevant to consider in two didactic methods, namely in communicative-based approaches and in the socalled intercomprehension method.
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