This exploratory study analyzed the errors made by Beninese university students of Spanish as a Foreign Language (n = 100) in situations of spontaneous speech both inside and outside the classroom, in order to characterize them linguistically. The corpus contains 10 hours of high quality recorded spontaneous conversations or interactive communicative activities. The results indicate the main categories of interference of the available languages, heterogeneous sources of errors, highlighting the creativity and the dynamism of the participants' linguistic practices, showing a tendency to mix or switch the codes of their repertoire. Finally, possible pedagogical and curricular suggestions are explored.Keywords: Multilingualism, crosslinguistic influence, oral interlanguage, Spanish as a foreign language, languages in contact ResumenEn este estudio exploratorio se analizan los errores que cometen estudiantes universitarios benineses de ELE (n= 100) en situaciones de habla espontánea dentro y fuera del aula, con el fin de caracterizarlos lingüísticamente. Los datos pertenecen a un corpus de interlengua oral de diez horas de grabación, compuesto por actividades comunicativas interactivas extendidas en el tiempo. Los resultados señalan las principales categorías de interferencia de las lenguas disponibles, un conjunto heterogéneo y multiforme de motivos que originan los errores, poniendo de manifiesto la creatividad y el dinamismo de las prácticas lingüísticas de los participantes, una tendencia a mezclar o alternar los códigos de su repertorio. Finalmente, se exploran las posibles sugerencias a nivel pedagógico y curricular.

Multilingualism and multiculturalism have been and are constitutive aspects of African soci-eties. This pioneer study analyzes the linguistic landscapes of Cotonou and Abomey-Calavi (Benin), two contiguous cities; in order to verify the status and the vitality of the languages used and spoken in the country as well as seeing if it is possible to exploit didactically this written modality. For this purpose, a quantitative analysis of written language productions in public space was carried out. The results reveal the languages used in the urban scene of both cities as well as the linguistic contact in their diverse aspects. They also indicate that the linguistic landscape doesn’t take into account the local multilingual practices in all their complexity. It appears as a context of learning which can be used as a didactic resource in the teaching of foreign languages.

Many researchers have considered comics as an excellent educational resource, pointing out to its advantages and its great educational potential. As a result, few authors have investigated the attitudes of students towards comics and they are rarely used as a teaching material in Benin in the learning of foreign languages. In this study, we aim to examine the attitudes of Beninese students of Spanish as a Foreign Language towards comic, as well as offer a reflection on some of the possibilities that can bring this teaching resource. In doing this, we analyze data from 25 participants which was obtained from a questionnaire, interviews, and tasks around the comic. Conclusions show that: (a) most participants showed a positive attitude towards comics and are highly motivated; (b) the use of comics contributed to improving their linguistic and intercultural communicative competences, as well as revitalized the learning of the target language. Finally, the paper concludes by pointing out the study's implications and limitations, and offering suggestions for future research opportunities. Keywords: Attitude, didactic, learning foreign languages, creativity, comic ResumenMuchos investigadores han encontrado en el tebeo un excelente recurso didáctico, señalando sus ventajas y su potencial educativo. Teniendo en cuenta que pocos autores han investigado las actitudes de los usuarios hacia el tebeo y que se utiliza rara vez como material pedagógico en Benín en el aprendizaje de lenguas extranjeras, nos proponemos examinar las actitudes de los alumnos benineses de profesorado de español como lengua extranjera hacia el cómic, así como ofrecer una reflexión sobre algunas de las posibilidades que puede aportar. Para ello, se analizan datos, de 25 participantes, obtenidos de un cuestionario, entrevistas y tareas en torno al cómic. Se concluyó que: (a) los participantes, en su mayoría, mostraron una actitud positiva hacia el tebeo y están muy motivados; (b) la utilización del