El pensamiento críticoen la enseñanza de la

literatura

Aula de Español comolengua extranjera

Problema

En el aula de lenguas extranjeras y segundaslenguas, ha sido considerada útil la instrucción con base en textos literarios (ver referencias).

Sería interesante saber si la enseñanza de estos tieneun efecto en la capacidad de pensamiento crítico de los estudiantes, y si los principiantes pueden analizarun texto literario auténtico en su segunda lengua.

¿Qué es pensamiento crítico?

• To Stauffer (1980), it is “demystification and clarification,” a “transcending of common sense culture” (254).

• Facione (1998) maintains that critical thinking is about “how you approach problems, questions, issues. It is the best way we know to get to the truth” (26).

• To Klooster (2001), it is independent thinking that uses information as the starting point (36-37).

• To Scriven and Paul, critical thinking is an intellectually disciplined process which encourages conceptualizing, applying, analyzing, synthesizing, and / or evaluating information.

Preguntas de investigación

¿La enseñanza de la literatura, en el aula de españolcomo lengua extranjera, tiene un efecto en el pensamiento crítico de los estudiantes?

¿Los estudiantes principiantes son capaces de analizarcríticamente un texto literario escrito en su segundalengua?

Participantes

Universidad del Norte de Arizona - FlagstaffEstudiantes de nivel 101 – Otoño 2013Edades entre los 19 y 21 años de edadExperiencia en español: entre 1 y 2 años (escuelasecundaria)

Instrumento

The Watson and Glaser Critical Thinking Appraisal contains five sections which are specially designed in order to find out how good an individual is at reasoning analytically and logically. There are five sections:

1. Inferences: In this section candidates will be provided with a passage of information on a scenario. A subsequent list of possible inferences will follow, and candidates will be asked to rate if they are true, false, possibly true, possibly false or whether it is not possible to say based on the information in the passage.

2. Assumptions: In these questions a statement will be presented and the candidate will have to decide if an assumption has been made in making the statement. An assumption is something someone effectively takes for granted. Statements are given for the individual to read and they are then followed by several proposed assumptions. The candidate has to select whether an assumption has or has not been made.

3. Deductions: Candidates will be provided with a passage of information and candidates will need to evaluate a list of deductions made based on that passage. If one cannot deduce a particular statement from the passage, then that deduction does not follow, and the candidate must select which deductions follow and which do not follow.

4. Interpreting information: A paragraph of information will be provided to the candidate, with a list of possible conclusions. Candidates will need to interpret the information in the paragraph and decide if each conclusion follow based on the presented information.

5. Analysing arguments: Candidates will be provided with a given scenario. They are subsequently provided with a list of arguments for or against the scenario presented. The candidate will need to assess if each argument is strong or weak, based on how relevant it is and how well it addresses the question. The argument is considered to be strong if it directly relates to the question or statement, and weak if it is not directly related to the question or statement.

1. Pre-test en casa (General)

2. Instrucción en clase – “No hay que complicar la felicidad (Mario Denevi-Argentina)”

3. Post-test en casa (General)

4. Post-test en casa (Texto literario)

5. Análisis de datos

Procedimiento

Resultados

SECCIÓN TOTAL

PRE-TEST POST-TEST

ACERTADO PORCENTAJE ACERTADO PORCENTAJE

inferences 21 15 71 2 10

assumptions 21 6 29 16 76

deductions 35 29 83 31 89

interpretations 21 18 86 6 29

arguments 42 26 62 28 67

total 140 94 67 83 59

INFERENCIAS

71%

9%

pre

post

SUPUESTOS

28%

76%

pre

post

DEDUCCIONES

83%88%

pre

post

INTERPRETACIONES

86%

28%

pre

post

ARGUMENTOS

62%

67%pre

post

TOTAL – PENSAMIENTO CRÍTICO GENERAL

67%

59%

pre

post

ANÁLISIS DE TEXTO LITERARIO

31%

56%

68%

48%

64%

inferences

assumptions

deductions

interpretations

arguments

Conclusiones

La medición del efecto que tiene la enseñanza de la literatura en el pensamiento crítico; tendría resultadosmás contundentes si el análisis (pre- y post- test general) se hace con base en textos literarios.

Los estudiantes principiantes son capaces de analizarcríticamente un texto literario enseñado en su segundalengua.

Observaciones - Recomendaciones

• Tipo de test utilizado.

• Período (del semestre) en el cual se hace el análisis.

• Método de recolección de información.

• Instrumento para recolección de información.

• Tipo de texto literario.

Referencias

- Bernhardt, E. B. (2002). Research into the teaching of literature in a second language: What it says and how to communicate it to graduate students (pp. 195-210). In V. Scott and H. Tucker, (Eds.), SLA and the Literature Classroom: Fostering Dialogues. Boston: Heinle & Heinle.

- Grabe, W., & Stoller, F. (2011). Teaching and researching reading. 2nd edit. Cap. 5: Teaching reading: Sound foundations and effective practices. (pp. 129-159). England: Pearson Education.

- Kramsch, C. (1993). “Teaching the literary text.” Context and Culture in Language Teaching. Oxford: Oxford University Press

- Rosenblatt, L. M. (1985). The transactional theory of the literary work: Implications for research. In C. R. Cooper (Ed.), Researching response to literature and the teaching of literature points of departure (pp. 33-53). Norwood, NJ: Ablex Publishing Corp.

- Weber-Fève, S. (2009). Integrating language and literature: Teaching textual analysis with input and output activities and an input-to-output approach. Foreign Language Annals, 42, 453- 467.