La enseñanza comunicativa de las lenguas extranjeras propició el retorno y el uso de la literatura en el aula de idiomas, al considerarse un material auténtico, además de un recurso rentable para utilizar como material didáctico, pues la literatura es, ante todo, lengua y un discurso lingüístico que posee una finalidad tanto estética como comunicativa.
En el caso de la enseñanza del español como lengua extranjera, en los últimos años han aparecido más estudios y propuestas sobre el empleo de los textos literarios en el aula, pero aun así existen muy pocos manuales específicos de literatura de ELE publicados.
La narrativa fantástica es un tipo de ficción que atrae la atención debido al encanto de los misterios que encierran sus historias. En este sentido, la producción fantástica española del siglo XIX resulta particularmente interesante por el desconocimiento que se tiene, en general, de ella. El objetivo de esta tesis doctoral es demostrar la posibilidad de enseñar conjuntamente la lengua española y la narrativa fantástica española decimonónica dentro de un marco comunicativo y significativo, mediante la programación de un curso compuesto de diez unidades didácticas. Para ello, se ha realizado una exhaustiva investigación teórica, junto con una puesta en práctica de algunas de las unidades de dicha programación.
A partir de los datos obtenidos se comprueba que, debido a la temática, las estrategias discursivas, la variedad de estilos y la propia historia de la evolución del género en España, los cuentos fantásticos decimonónicos constituyen un material verdaderamente novedoso, motivador y muy enriquecedor desde el punto de vista lingüístico, literario, cultural e histórico para la enseñanza del español, a la vez que provechoso para la creación de actividades que favorecen la creatividad y el trabajo colaborativo, así como para la mejora de las destrezas comunicativas, especialmente en el caso de la comprensión lectora y la expresión escrita.
The rise and the use of a communicative approach in foreign language teaching, coupled with the support of the advantages attached to it by certain researchers, linguists and Englishspeaking teachers (Widdowson, Brumfit and Carter, Collie and Slater, Lazar, etc.), as well as the interest shown in the processes involved in reading comprehension, certainly led to the return and use of literature in the language classroom, since it started to be considered as authentic material as well as a profitable teaching resource.
With regard to Spanish language teaching to foreigners, a number of interesting studies and research projects has been conducted in recent years on the use of literary texts. Yet, few works are available at the publishing market that actually meet the needs of both students and teachers.
Spanish nineteenth-century fantasy literature shares a long period of neglect with the actual use of literature in the Spanish language classroom. Studies on literary history and critics virtually ignored it as they would not consider it “quality literature”, with the exception of fantasy works by Becquer and Espronceda.
Literature is, above all, a linguistic discourse with both esthetic and communicative purposes, while fantasy literature is a fiction genre that is usually fascinating among readers as works present a captivating profile with mysteries to unfold. The charm of the fantasy genre goes in line with the appealing history of its origins, the literary trends that it was associated with and its development over the nineteenth century. Therefore, the objective of this PhD dissertation is to prove that a course can be developed that combines Spanish language and nineteenth-century fantasy literature with a communicative and meaningful approach. For this purpose, a methodology has been implemented which is different from other methods used so far, and a course syllabus has been drafted to include ten learning units. In order to carry out this project and to find a methodology that combined linguistic, literary and cultural content teaching, extensive theoretical research has been conducted. Furthermore, some of the learning units were implemented with a group of Spanish language and literature students.
As a result of the data obtained, it can be concluded that Spanish nineteenth-century fantasy literature offers novel, appealing and rewarding material for Spanish teaching from a linguistic, literary, cultural and historical perspective. At the same time, it is an extremely valuable resource to develop activities that encourage creativity and team work, as well as to improve performance on communicative skills, especially reading and writing
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