Postcolonial Literature as a Teaching Tool: Fostering Intercultural Competence in English Teacher Training
Palabras clave:
training, literature, teaching English, foreign languagesResumen
This work consists, first of all, of a theoretical introduction to what is meant by postcolonial literature, what a postcolonial reading of a literary work entails, and how both can be pedagogical tools for teaching in the training of teachers of English as a Foreign Language with French as a second language. An analysis of a work will be carried out as a model, with the aim of demonstrating how this form of literary analysis contributes to the comprehensive cultural education of students, as it inherently outlines the intercultural competence of foreign language teachers. Building on the theory explained in the initial sections of the work, an examination of a novel by South African author Damon Galgut will be offered, reflecting the representations of sociopolitical events in South Africa in a historical context. The literary analysis itself will serve as a platform for integrating disciplinary content of various kinds that will enrich the teaching practice of the teacher and the level of interpretation and critical literary analysis of the students in training. Thus, the purpose of this article is to demonstrate the relevance of this type of analysis in the context of foreign language teaching as a teaching resource that promotes critical understanding of postcolonial literature and its historical and cultural context.
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Derechos de autor 2024 Yuliet Blanco Castillo, Omayda Despaigne Negret, Elaine Frómeta Quintana
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