The following paper is intended to present a theoretical justification and a mixed analysis, both qualitative and quantitative, of a manual for teaching Spanish as a second language focused on Chilean culture, "ChileSpanish" basic level 1 or access A 1, ("Breakthrough"). For this purpose, a theoretical framework will be presented on one hand, supporting the concepts of the manual, manual for teaching L2, contrastive analysis, error analysis, performance analysis and discourse analysis, as methods used for the development of the activities, the educational city as an educational platform, approaches to teaching a second language, and the textual linguistic and theory of the acts of speech as axes in the preparation of the didactical aspects for teaching Spanish as a second language. On the other hand, the application of these concepts will be performed in the basic manual No. 1: "ChileSpanish: the route of Spanish in Valparaiso", analyzing a corpus of 48 activities within the A1-access level. Finally, all corresponding data will be analyzed to conclude in the importance of integrating the cultural component in the ELE didactic, and as a result of these findings, providing the reader with a number of considerations needed for the preparation of proper material for teaching Spanish as L2 basic 1 at a phonetic-phonological levels, grammatical level, lexical-semantic levels and pragmatic-textual level, focused on Chilean culture, and taking Valparaiso as a platform for the implementation of the activities.