La littérature du FLE à lépreuve de la perspective actionnelle: état des lieux
The present study aims to present an inventory of teaching-learning literature in FLE (French as a foreign language) which has experienced a rather tortuous trajectory. We see this article as a journey through the literary text as an educational resource. Our approach will allow us to discover wheth...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2023 |
| País: | España |
| Institución: | Universidad de Castilla-La Mancha |
| Repositorio: | RUIdeRA. Repositorio Institucional de la UCLM |
| OAI Identifier: | oai:ruidera.uclm.es:10578/41470 |
| Acceso en línea: | https://doi.org/10.17979/digilec.2023.10.0.9691 https://hdl.handle.net/10578/41470 |
| Access Level: | acceso abierto |
| Palabra clave: | Action-oriented approach Bas niveaux FLE Littérature Low levels New descriptors Nouveaux descripteurs Perspective actionnelle |
| Sumario: | The present study aims to present an inventory of teaching-learning literature in FLE (French as a foreign language) which has experienced a rather tortuous trajectory. We see this article as a journey through the literary text as an educational resource. Our approach will allow us to discover whether the passage of literary appreciation is conceived once one dominates the language. It would therefore be interesting to examine the place of literature in the CEFR and then to analyze the didactic materials that result from it.For a long time, literature was trivialized by those who did not recognize its specificity or sacred by others who considered it an inaccessible object. Could we consider a third way in which literary texts could play a decisive role? Forgotten by the CEFR (Common European Framework of Reference) and considered most often as an educational option where the literary text was at the service of other disciplines, the publication of the Companion Volume in 2018 seems to mark a turning point towards its definitive inclusion with the creation of specific descriptors. Without forgetting the background, the greatness, and the decadence, it would seem legitimate to ask what the contributions of the action perspective are - CEFR and Companion Volume - to the didactics of literature. |
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