Literary texts are almost always used in the Spanish classroom in order to
perform grammar exercises, clarify doubts about vocabulary or certain
morphosyntactic structures, etc., depending on the case. However, the possibilities
didactic exploitation of a literary text can be multiple. Albadalejo
García (2004, 41) points out that “a determining factor when selecting a work
Literacy for our E / LE class is the selection of texts that offer multiple
ways to be exploited. Following this criterion, the foreign language teacher
You should look for texts that provide significant potential for the creation of various
activities to work in class that facilitate the acquisition of the new language ”.
The texts chosen for their exploitation in Spanish class must be handled
as a deposit that must be used exhaustively trying to extract from them
the largest number of activities in accordance with the contents and objectives that we are
treating in the different units of the course; Well, as Montesa and Garrido point out
(1994, 453) “the literary text must not be betrayed. It has not been written for, as in
a strange labyrinth, make the student go through it in search of adjectives,
prepositions or imperfect past tenses. Which does not invalidate that in certain
moments and with clearly defined objectives, we use literary texts to
these tasks, precisely because some of the formal resources that
they confer their special status are usable for our purposes ”. Indeed, this type
activities, from a didactic point of view, are not entirely illegitimate,
On the contrary, they are fundamental and sometimes very helpful; however, they could
exploit even more skills that are often overlooked.
The use of literary materials does not generate a single methodology of
exploitation; its presence and didactic use can be inserted in different options
methodological playing with the various communication skills: speaking, reading,
write, understand, narrate, describe, persuade, etc.,
Explanation: