La enseñanza/aprendizaje del español como lengua extranjera a través de la literatura de la posguerra española.
Fecha
2024-09-18
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Jaén: Universidad de Jaén
Resumen
[ES] Este trabajo aborda la falta de textos narrativos en la enseñanza del español como lengua
extranjera y destaca la importancia de utilizar textos literarios en aula. Se argumenta que la
literatura no solo ofrece un enfoque cultural, sino que también mejora las habilidades de expresión
y comprensión oral y escrita. Se propone una secuencia didáctica para estudiantes francófonos de
nivel C1 que se centra en dos novelas, Nada de Carmen Laforet y El día de mañana de Ignacio
Martínez de Pisón. Estas novelas se eligen debido a los criterios de selección en base a las
necesidades lingüísticas de los estudiantes y por su relevancia histórica, diversidad estructural y
visión del papel femenino en este periodo que va desde la posguerra y primer franquismo en 1939
hasta la democracia española en 1996.
[EN] This paper addresses the lack of narrative texts in the teaching of Spanish as a foreign language and highlights the importance of using literary texts in the classroom. It is argued that literature not only provides a cultural focus, but also enhances speaking and listening and writing skills. A teaching sequence is proposed for French-speaking students at C1 level focusing on two novels, Nada by Carmen Laforet and El día de mañana by Ignacio Martínez de Pisón. These novels are chosen because of the selection criteria based on the linguistic needs of the students and because of their historical relevance, structural diversity and view of the role of women in this period from the post-war and early Francoism in 1939 to Spanish democracy in 1996.
[EN] This paper addresses the lack of narrative texts in the teaching of Spanish as a foreign language and highlights the importance of using literary texts in the classroom. It is argued that literature not only provides a cultural focus, but also enhances speaking and listening and writing skills. A teaching sequence is proposed for French-speaking students at C1 level focusing on two novels, Nada by Carmen Laforet and El día de mañana by Ignacio Martínez de Pisón. These novels are chosen because of the selection criteria based on the linguistic needs of the students and because of their historical relevance, structural diversity and view of the role of women in this period from the post-war and early Francoism in 1939 to Spanish democracy in 1996.