Cuando las Reescrituras y Secuelas de El Quijote se Funden en la Didáctica del E/LE: Opiniones de Hispanistas Argelinos

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2021-08-31

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When Rewritings and Sequels of Don Quixote Are Immersed in the Didactics of Spanish as a Foreign Language  
Learning languages is not limited to a mere knowledge of its grammar and vocabulary; it also means learning about the culture and history of the relative country (or countries). Classical literature is an unlimited source of knowledge for a student of foreign languages. It allows them to learn language, culture and history at the same time. So, for centuries, The Quixote and other masterpieces of Spanish literature formed part of the learning programs of Spanish. Reading those classics helped the teachers to achieve multiple objectives, the students get to know new words while acquiring a cultural and historical background of the era. But for some reasons, in recent years, these classics have been replaced by other materials, mainly audiovisuals, to enrich the vocabulary of students and promote the Spanish culture. This new methodology, based on technology, could be effective in some cases, but the students tend to read less, which influenced their writing abilities and reduced greatly their vocabulary. In our article, -taking The Quixote as a reference-, we propose the use of sequels and literary rewritings as an alternative to make these classics known. The method presented in this study is intended for students at a higher or advanced level (mainly university), but can be applied to students at a more elementary level with some adjustments. Some suggestions and practical applications are given to be employed in the class of Spanish as a foreign language. This study is based on a survey administered to Algerian Hispanists in order to collect their views and opinions about the efficiency of sequels and rewritings as a teaching strategy of Spanish to Algerian students, as well as in the didactics of literature in general. The incorporation of sequels is geared by its concept of narrative continuation that generates a suspense effect in the readers and stimulates their curiosity for reading. The game of continuing someone else's work could also inspire the creative writing class and lead students to create something of their own based on a previously read text. The vocabulary newly acquired by the students is put into action, accelerating their memorization and assimilation. This is confirmed by the informants’ answers stressing the improvement of the students’ discursive competence and raising their interest in reading literary texts.
El Quijote y otras obras cumbres de la literatura española formaban, desde siglos, parte de los programas de aprendizaje del ELE, pero el nivel de dificultad de la lengua usada en tales obras desanima hasta a los estudiantes más determinados ; especialmente en la era de velocidad y de los avances tecnológicos en la cual vivimos. Entonces los profesores, aún conscientes de la importancia de la lectura, optan por otros métodos, principalmente audiovisuales, para enriquecer su vocabulario y dar a conocer esas obras representativas de la cultura española. En este artículo, tomando el Quijote como referencia, pretendemos plantear algunas consideraciones acerca del uso de las secuelas y reescrituras literarias como estrategias didácticas del E/LE, así como en la didáctica de la literatura de manera general.

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