This study examines the dynamics of Spanish language teaching by analyzing both teachers’ and students’ experiences and perceptions. The study begins by presenting the purpose and research questions, followed by a review of previous research in the field. Theoretical perspectives such a sociocultural, dialogic, pragmatic, and multimodal perspectives are discussed, with a particular focus on contributions from Barbara Rogoff and Vygotsky. Methodologically, the study employs linguistics methods, including surveys and sampling, with careful ethical considerations. The results are analyzed based by teachers experiences and perceptions of ideal language teaching, lessons techniques, and time allocation between language skills. Furthermore, students’ perceptions of digital tools, the use of the target language in the classroom, and language use from a dialogic perspective are analyzed. The discussion encompasses both methodological and results- related aspects, and the conclusions highlight important insights and recommendations for future research in Spanish language teaching.