La pertinencia del corpus literario en el aula de ELE : una propuesta basada en la descripcion, la narracion y la argumentacion
Teaching Spanish as a Second Language (ELE) and using literature as a didactic tool has never been an educational activity which received much support, in theory or in practice, it has rather been avoided. Most often, it has been relegated to a “cultural” sample at the end of the units in the ELE manuals, as “extra” material which the teacher did not really know what to do with. In recent years, these views have changed radically and many authors have claimed their teaching and learning potential.  This thesis follows this tendency and claims the use of literary texts (TL) for the didactic potential they carry. It proposes a series of didactic activities, supported by literary texts, to strengthen the skills of discourse at the descriptive, the narrative and the argumentative level in teaching ELE to college and university students in Quebec (Canada), taking into account the criteria set by Common European Framework of Reference for Languages, the Plan curricular of the Instituto Cervantes and the Program of the Ministry of Education of Quebec. First, it offers a brief tour exposing the different currents and pedagogical approaches in the teaching of ELE and the various treaties and studies postulating the use of literary texts for this purpose.
Spanish foreign language Literary text Cooperative learning Communicative approach Activities for description, narration and argumentation