Literature as a Didactic Tool in the Teaching Learning of Foreign Languages: A Transversal Pedagogical Proposal

Abstract

The general objective is to evaluate the use of literary works as a didactic resource in the teaching-learning
of foreign languages based on the perception of students and teachers. In a context of the need to make learning
more meaningful and to address in a transversal way issues that promote coexistence, difference, peace, the
formulation of dreams and the search for a better world, the approach to literature from a transversal perspective
that promotes the development of linguistic, artistic, and cultural skills is justified. communicative, affective and
critical thinking. Given the nature of the problem, the study assumes a qualitative approach from a double
perspective: that of teachers, who consider literature as a topic of development in foreign language subjects, and
that of students, who perceive it as a resource in the classroom. The data, obtained from a questionnaire and a
focus group, reveal that literature not only gives rise to the discussion and analysis of cross-cutting issues, but also
becomes a resource that enhances specific language skills. The cross-cutting dimensions that emerge from the
analysis are identified and their relationships with learning outcomes are explored