Cuando las reescrituras y secuelas de El Quijote se funden en la Didáctica del ELE : Opiniones de hispanistas argelinos

الملخص EN

Learning languages is not limited to a mere knowledge of its grammar and vocabulary; it also means learning about the culture and history of the relative country (or countries).

Classical literature is an unlimited source of knowledge for a student of foreign languages.

It allows them to learn language, culture and history at the same time.

So, for centuries, The Quixote and other masterpieces of Spanish literature formed part of the learning programs of Spanish.

Reading those classics helped the teachers to achieve multiple objectives, the students get to know new words while acquiring a cultural and historical background of the era.

But for some reasons, in recent years, these classics have been replaced by other materials, mainly audiovisuals, to enrich the vocabulary of students and promote the Spanish culture.

This new methodology, based on technology, could be effective in some cases, but the students tend to read less, which influenced their writing abilities and reduced greatly their vocabulary.

In our article, -taking The Quixote as a reference-, we propose the use of sequels and literary rewritings as an alternative to make these classics known.

The method presented in this study is intended for students at a higher or advanced level (mainly university), but can be applied to students at a more elementary level with some adjustments.

Some suggestions and practical applications are given to be employed in the class of Spanish as a foreign language.

This study is based on a survey administered to Algerian Hispanists in order to collect their views and opinions about the efficiency of sequels and rewritings as a teaching strategy of Spanish to Algerian students, as well as in the didactics of literature in general.

The incorporation of sequels is geared by its concept of narrative continuation that generates a suspense effect in the readers and stimulates their curiosity for reading.

The game of continuing someone else's work could also inspire the creative writing class and lead students to create something of their own based on a previously read text.

The vocabulary newly acquired by the students is put into action, accelerating their memorization and assimilation.

This is confirmed by the informants' answers stressing the improvement of the students' discursive competence and raising their interest in reading literary texts.