Addressing the Poetry of Native Peoples of the Americas in the Foreign Language Classroom
The literary productions of native peoples, invisible for centuries, have been gradually gaining ground, although they remain little known and appreciated outside their communities of origin and specialized academic circles. Such is the case of the poetry of the native peoples of the Americas, despi...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Centro de Estudios de Adquisición del Lenguaje, Facultad de Humanidades y Artes, Universidad Nacional de Rosario, Argentina
2023
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| Acceso en línea: | https://infosur.unr.edu.ar/index.php/2020/article/view/79 |
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I15-R199-article-79 |
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I15-R199-article-792023-12-22T14:38:53Z Addressing the Poetry of Native Peoples of the Americas in the Foreign Language Classroom Abordar la poesía de pueblos originarios de las Américas en el aula de lengua extranjera Silva, Haydée Poesía Pueblos originarios Enseñanza-aprendizaje de lenguas extranjeras Plurilingüismo Actividades para el aula Poetry Native Peoples Foreign Languages Teaching and Learning Multilingualism Classroom Activities The literary productions of native peoples, invisible for centuries, have been gradually gaining ground, although they remain little known and appreciated outside their communities of origin and specialized academic circles. Such is the case of the poetry of the native peoples of the Americas, despite a corpus of great richness and diversity. In the foreign language classroom, it is possible to adopt a critical approach based on decolonial pedagogy to integrate this poetic corpus. In this article, we will begin by mentioning some of the main characteristics of literary voices in native languages (voices usually little known, unheard and with a high potential for wonder, insurrectional, specular, millenary and enduring) to then expose the potential advantages of their use in the process of learning a language when a multilingual model is adopted, attentive to the “periphery”, rhizomatic, inclusive and favoring to the development of plurilingual and pluricultural competence. We will conclude with concrete ways of using them in the classroom, listing themes to be explored, potential learning objectives and activities. Las producciones literarias de pueblos originarios, invisibilizadas durante siglos, han ido ganando terreno paulatinamente, aunque siguen siendo poco conocidas y apreciadas fuera de sus comunidades de origen y de los ámbitos académicos especializados. Tal es el caso de la poesía de pueblos originarios de las Américas, pese a que brinda un corpus de gran riqueza y diversidad. En el aula de lengua extranjera es posible adoptar un enfoque crítico basado en la pedagogía decolonial para integrar ese corpus poético. En este artículo empezaremos por mencionar algunas de las características principales de las voces literarias en lenguas originarias (voces usualmente poco conocidas, inauditas y con un alto potencial de asombro, insurrectas, especulares, milenarias y perdurables) para exponer enseguida cuáles son las ventajas potenciales de su uso en el proceso de aprendizaje de una lengua cuando se apuesta por un modelo plurilingüe, atento a la “periferia”, rizomático, inclusivo y propicio al desarrollo de la competencia plurilingüe y pluricultural. Terminaremos con pistas concretas de aprovechamiento en el aula, enumerando temas por explorar, objetivos de aprendizaje potenciales y propuestas de actividades. Centro de Estudios de Adquisición del Lenguaje, Facultad de Humanidades y Artes, Universidad Nacional de Rosario, Argentina 2023-12-20 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo revisado por pares application/pdf https://infosur.unr.edu.ar/index.php/2020/article/view/79 10.35305/rev.infosur.vi2.79 Infosur; Núm. 2 (2023); 35-57 1851-1996 1851-1996 spa https://infosur.unr.edu.ar/index.php/2020/article/view/79/71 https://creativecommons.org/licenses/by-sa/4.0/ |
| institution |
Universidad Nacional de Rosario |
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I-15 |
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R-199 |
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INFOSUR |
| language |
Español |
| format |
Artículo revista |
| topic |
Poesía Pueblos originarios Enseñanza-aprendizaje de lenguas extranjeras Plurilingüismo Actividades para el aula Poetry Native Peoples Foreign Languages Teaching and Learning Multilingualism Classroom Activities |
| spellingShingle |
Poesía Pueblos originarios Enseñanza-aprendizaje de lenguas extranjeras Plurilingüismo Actividades para el aula Poetry Native Peoples Foreign Languages Teaching and Learning Multilingualism Classroom Activities Silva, Haydée Addressing the Poetry of Native Peoples of the Americas in the Foreign Language Classroom |
| topic_facet |
Poesía Pueblos originarios Enseñanza-aprendizaje de lenguas extranjeras Plurilingüismo Actividades para el aula Poetry Native Peoples Foreign Languages Teaching and Learning Multilingualism Classroom Activities |
| author |
Silva, Haydée |
| author_facet |
Silva, Haydée |
| author_sort |
Silva, Haydée |
| title |
Addressing the Poetry of Native Peoples of the Americas in the Foreign Language Classroom |
| title_short |
Addressing the Poetry of Native Peoples of the Americas in the Foreign Language Classroom |
| title_full |
Addressing the Poetry of Native Peoples of the Americas in the Foreign Language Classroom |
| title_fullStr |
Addressing the Poetry of Native Peoples of the Americas in the Foreign Language Classroom |
| title_full_unstemmed |
Addressing the Poetry of Native Peoples of the Americas in the Foreign Language Classroom |
| title_sort |
addressing the poetry of native peoples of the americas in the foreign language classroom |
| description |
The literary productions of native peoples, invisible for centuries, have been gradually gaining ground, although they remain little known and appreciated outside their communities of origin and specialized academic circles. Such is the case of the poetry of the native peoples of the Americas, despite a corpus of great richness and diversity. In the foreign language classroom, it is possible to adopt a critical approach based on decolonial pedagogy to integrate this poetic corpus. In this article, we will begin by mentioning some of the main characteristics of literary voices in native languages (voices usually little known, unheard and with a high potential for wonder, insurrectional, specular, millenary and enduring) to then expose the potential advantages of their use in the process of learning a language when a multilingual model is adopted, attentive to the “periphery”, rhizomatic, inclusive and favoring to the development of plurilingual and pluricultural competence. We will conclude with concrete ways of using them in the classroom, listing themes to be explored, potential learning objectives and activities. |
| publisher |
Centro de Estudios de Adquisición del Lenguaje, Facultad de Humanidades y Artes, Universidad Nacional de Rosario, Argentina |
| publishDate |
2023 |
| url |
https://infosur.unr.edu.ar/index.php/2020/article/view/79 |
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AT silvahaydee addressingthepoetryofnativepeoplesoftheamericasintheforeignlanguageclassroom AT silvahaydee abordarlapoesiadepueblosoriginariosdelasamericasenelauladelenguaextranjera |
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2024-08-12T21:39:43Z |
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2024-08-12T21:39:43Z |
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