Enfoque transnacional para la creación de un corpus literario en el aula ELE

Abstract

Cultural and linguistic diversity in the whole of the planet is nothing new. What it is relatively new is the diversity that is present in greatly reduced spaces, in each country, and in each classroom. Since linguistic and literary education should be linked, it is worthwhile to reassess concepts such as “national literatures” within the teaching of language and, more specifically, within second language or foreign language learning. The transnational focus of Ottmar Ette allows a trans-area-lidad, a supra-space that responds to today’s reality against the “attempts of imposing border logic onto communities” (Junot Díaz, 2019). In consequence, “literary translanguage is another example of vectoring the movement between languages, cultures and life knowledge that repeats through time” (Ette, 2019). It allows for approaching this issue through reflection/bibliographic revision, highlighting their ability to interconnect teaching/learning languages with the acknowledgement of these transarea spaces of fluid borders, able of also generating a “third space” from Moretti, Ette, and offer samples of a new canon of transborder works (e.g. Latin-American writers or writers of Latin-American origin that live in the USA). This new emerging corpus entails an attractive option both for its content as well as for the linguistic elements that appear in its texts and that are especially suggestive for the teaching of Spanish as a second language

Unabridged Short Stories by 21st-Century Spanish-Speaking Authors in Teaching Spanish as a Foreign Language

“…К. Джоуйни [12], Б. Саес Мартинез [13], А. Кардона [14], В. Хорхе [15], М. С. Фернандес-Фигарес [16] отмечают универсальность художественной литературы как дидактического материала, так как она способствует пополнению словарного запаса, совершенствует навыки понимания текста и показывает важность использования аутентичного страноведческого материала в ходе обучения иностранному языку. Р. Минервини также подчеркивает преимущества использования художественных текстов в изучении фразеологизмов [17].…”

Estrategias para analizar el discurso retórico publicitario: un modelo a través de anuncios de España y Portugal

“…Estamos de acuerdo con Ferraz (1996, p. 9), en que "La publicidad es un fenómeno de una complejidad tal, que obliga, a la hora de definirla, a adoptar un enfoque múltiple". Desde esta perspectiva, realizamos un análisis comparado de los procedimientos y estrategias de enseñanza que los manuales aplican para la instrucción del mensaje publicitario y, a la luz de los resultados, ofrecemos un método completo para comentar los anuncios desde una necesaria perspectiva global, esto es, comunicativa, retórico-pragmática y cultural (Campos Fernández-Fígares, 2020). Es más, en este mundo caracterizado por la globalización, hacemos una cala en el análisis intercultural, mediante un estudio comparativo de los anuncios de vino de España y Portugal, países que pertenecen a la Península Ibérica y que ofrecen una continuidad histórica y social.…”