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Our study recognizes that learners show varying levels of use of grammatical cohesion in the oral and written modalities of the Spanish language and seeks to determine the mechanisms employed by learners in the use of grammatical cohesion. In order to achieve our purpose, it has been convenient to make a description of grammatical cohesion in order to propose the respective explanation. This will contribute to the implementation of adequate techniques and a better application of this process in teaching in educational centers where intercultural education is taught, since it is important to favor an optimal use of the essential linguistic and discursive resources to express the contents in narrative, descriptive and argumentative textual organizations. It is also proposed to increase the lexicon and to account for the processing of contents with the exercise of writing skills.