Estudios Literarios

Dans notre monde globalisé, les livres bi/plurilingues sont devenus des outils privilégiés pour le développement de la bi/plurilittératie. En effet, de nos jours il existe une ample gamme d’offre éditoriale bilingue pour les enfants et la recherche sur le développement de la littératie s’intéresse de plus en plus à cet objet culturel. À cet égard, dans la présente étude nous nous inscrirons dans le cadre conceptuel des multilittératies et des nouvelles études sur la littératie, pour tenter de comprendre l’intérêt didactique et culturel du livre bi/plurilingue. Ensuite, nous analyserons le livre plurilingue La petite fille qui cherchait son sourire. L’analyse de ce texte nous permettra de comprendre les caractéristiques particulières du livre plurilingue et de proposer quelques activités à mener en contexte plurilingue ou d’apprentissage d’une langue seconde ou étrangère. Finalement, nous concluons que les livres bi/plurilingues se présentent comme des outils précieux pour favoriser le développement de la conscience métalinguistique et de la compétence interculturelle chez les jeunes enfants, qu’ils se trouvent ou non en contexte plurilingue et pluriethnique.
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In the globalized world, multilingual and bilingual books have become important tools for literacy development in two or more languages. Indeed, today there is a wide offering of bilingual and multilingual books for children, and the research on literacy development is increasingly interested in this cultural object. The present study will explore the framework of multiliteracies and new literacy studies to understand the educational and cultural interest of bilingual and multilingual books. Then, we analyze the multilingual book “The Little Girl Who Was Looking for Her Smile.” This analysis aims to understand the particular characteristics of multilingual books and propose some activities that can be carried out in a multilingual context or with second language or foreign language learners. Finally, we conclude that bilingual and multilingual books are valuable tools to promote the development of metalinguistic awareness and intercultural competence in young children, whether or not they are in a multilingual or multi-ethnic context.

With the advent of communicative Approaches to language teaching, formal grammar and Form-Focused instruction seem to have lost their value, especially in pre-service teacher training programs. According to some sources, language learners would advance faster if Form-Focused instruction were carried out precisely within the framework of a communicative approach. The problem that arises is that, according to the results of some studies, pre-service language teachers do not have the grammatical and metalinguistic knowledge necessary to analyze the language linguistic structure with their students. In this sense, the objective of this reflection paper is to analyze the need to work on grammar and attention to form in pre-service teacher training programs. To this end, we will discuss the birth of the movement known as Language Awareness. Then, we will try to identify the linguistic needs of language learners compared to the teachers' cognitions of grammar and the preparation they must have to meet their students' needs. Finally, we will present and analyze some approaches that could be privileged in pre-service L2 teacher training programs, whether they are native speakers (ln) or non-native speakers (nns) of the target language.

This paper presents a series of reflections on the Green Moon Festival held on the island of San Andres (Colombia), the musical traditions presented there and the identities that are constituted around the event. Based on a comparison of two texts that reference the Festival in its beginnings and a recent ethnography, the analysis centers around the transformations and reinterpretations that has marked the event, showing the Festival as an ambivalent place that oscillates between interests of state/commercial cooptation and identity claims.

El estudio de objetos literarios de manera multidisciplinar tiene la ventaja de generar diversas interpretaciones alrededor de una obra. En este caso, la crítica literaria de Orlando Mejía Rivero, la mirada botánica
de Santiago Madriñán y la ecocrítica de Josefa Lago Graña sirven como inicio para encontrar un sentido a la lectura de Cien años de soledad del Nobel Gabriel García Márquez. En relación con el interés que despertó
el Jardín Botánico de la Sede Caribe de la Universidad Nacional de Colombia sobre esta obra del Nobel, en este texto se pretende hacer un estudio de la misma en donde se destaca la importancia de rescatar la relación de la comunidad, la fauna y la flora presentes en la literatura como producto cultural y artístico.