El pensamiento crítico en la enseñanza de la literatura, aula del español como lengua extranjera

1. El pensamiento crítico
en la enseñanza de la
literatura
Aula de Español como
lengua extranjera

2. Problema
En el aula de lenguas extranjeras y segundas
lenguas, ha sido considerada útil la instrucción con
base en textos literarios (ver referencias).
Sería interesante saber si la enseñanza de estos tiene
un efecto en la capacidad de pensamiento crítico de
los estudiantes, y si los principiantes pueden analizar
un texto literario auténtico en su segunda lengua.

3. ¿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.

4. Preguntas de investigación
¿La enseñanza de la literatura, en el aula de español
como lengua extranjera, tiene un efecto en el
pensamiento crítico de los estudiantes?
¿Los estudiantes principiantes son capaces de analizar
críticamente un texto literario escrito en su segunda
lengua?

5. Participantes
Universidad del Norte de Arizona - Flagstaff
Estudiantes de nivel 101 – Otoño 2013
Edades entre los 19 y 21 años de edad
Experiencia en español: entre 1 y 2 años (escuela
secundaria)

6. 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.

7. Procedimiento
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

8. Resultados
PRE-TEST
SECCIÓN
POST-TEST
TOTAL
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

9. INFERENCIAS
9%
pre
post
71%

10. SUPUESTOS
28%
pre
76%
post

11. DEDUCCIONES
83%
88%
pre
post

12. INTERPRETACIONES
28%
pre
post
86%

13. ARGUMENTOS
62%
67%
pre
post

14. TOTAL – PENSAMIENTO CRÍTICO GENERAL
59%
67%
pre
post

15. ANÁLISIS DE TEXTO LITERARIO
inferences
31%
64%
assumptions
56%
48%
deductions
interpretations
68%
arguments

16. Conclusiones
La medición del efecto que tiene la enseñanza de la
literatura en el pensamiento crítico; tendría resultados
más contundentes si el análisis (pre- y post- test general)
se hace con base en textos literarios.
Los estudiantes principiantes son capaces de analizar
críticamente un texto literario enseñado en su segunda
lengua.

17. 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.

18. Referencias
-
-
-
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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. 129159). 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.