Abstract

This article is framed in Applied Linguistics to the teaching-learning of Spanish as an additional language (SAL). It focuses particularly on the variables involved in the process of acquisition of reading and writing of non-Spanish-speaking adolescents in Chilean schools. This work aims to present a descriptive literature review that addresses cognitive, social, linguistic, and teaching aspects involved in the process of acquiring an additional language by non-literate adolescents. Although in this paper the emphasis will be on Haitian adolescents who are part of Chilean schools, our general objective is to emphasize early detection of late literacy and formal learning of Spanish as an additional language in Chilean schools in adolescents. Based on our review, we offer suggestions such as the early detection of non-literate students, the promotion of motivation, and the work with emotions in communication.