Spanish literature teaching: what, why, how.

Authors

  • Paola Calef Università degli Studi di Torino

DOI:

https://doi.org/10.13135/2384-8987/595

Keywords:

Spanish Literature, teaching spanish literature, literary canon, concept of literature.

Abstract

Spanish literature teaching: what, why, how. This article is the result of my experience as a professor at the Spanish Literature Training course held in 2013 for the TFA students by the Department of Foreign Languages and Literatures and Modern Cultures by the University of Turin and partially reflects the themes which the students were to elaborate during their training and the resulting considerations. This article, just as the course, is not meant to expand the subjet area, but rather to inquire the disciplinary subject, its educational aims and teaching methodologies, in the firm belief that such inquiring should always accompany the daily practice of a teacher.

Author Biography

Paola Calef, Università degli Studi di Torino

Lecturer in tenure-track for Spanish Literature, Department of Modern Languages and Literatures; interests: vernacularisations and translation in spanish during the Middle Age, libros de caballerías and ficción sentimental, Federico García Lorca and the romancero; recent articles: Il primo Dante in castigliano. Il codice madrileno della ‘Commedia’ con la traduzione attribuita a Enrique de Villena, (2013); La figura dell’interprete nel ‘Florisando’ (2012); El ‘Florisando’ de Ruy Páez de Ribera en Italia (2012); Il dialogo tra romancero e Romancero gitano (2012).

References

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C. Manuali scolastici

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Published

2014-06-30

How to Cite

Calef, P. (2014). Spanish literature teaching: what, why, how. RiCOGNIZIONI. Rivista Di Lingue E Letterature Straniere E Culture Moderne, 1(1), 133–141. https://doi.org/10.13135/2384-8987/595

Issue

Vol. 1 No. 1 (2014)

Section

InCONTRI

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