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Authors
Advisor(s)
Abstract(s)
La música se ha convertido en un recurso habitual y muy atractivo en enseñanza de una segunda lengua, sobre todo, música contemporánea que refleje todos los estilos, acentos y matices de la lengua española. Sin embargo, la prevalencia del pop y el rock sobre otros estilos musicales actuales, acaba por resaltar la dificultad de la palabra cantada, de la melodía, para el empleo de la canción, normalmente a través de ejercicios de rellenar huecos, de relación con imágenes, de columnas cruzadas, etc. Por su parte, el rap pone el acento en la lengua, en el verso, en el recurso literario más sorprendente, sobresaliendo a la melodía. La rapidez del recitado, la cadencia, el ritmo ofrecen retos muy interesantes para la dicción y la fonética y, en fin, la comprensión global en clase de E/LE.
Music has become a frequent and appealing resource in the teaching ora second language, especially contemporary music that portray sall styles, accents and nuances of the Spanish language. However, the dominance of pop and rock over other present- day musical styles, ends up high lighting the difficulty of the singed word, oft he melody, for the use of the song, normally through exercises of filling-in gaps, of connection with images, crossed columns, etc. On its part, rap puts the emphasis in the language, in the verse, in the most surprising literary resource, outpacing the melody. The quickness of the reciting, the cadence, the rhythm, offer very interesting challenges for the diction and the phonetics and, in short, the global comprehension in class of E/LE.
Music has become a frequent and appealing resource in the teaching ora second language, especially contemporary music that portray sall styles, accents and nuances of the Spanish language. However, the dominance of pop and rock over other present- day musical styles, ends up high lighting the difficulty of the singed word, oft he melody, for the use of the song, normally through exercises of filling-in gaps, of connection with images, crossed columns, etc. On its part, rap puts the emphasis in the language, in the verse, in the most surprising literary resource, outpacing the melody. The quickness of the reciting, the cadence, the rhythm, offer very interesting challenges for the diction and the phonetics and, in short, the global comprehension in class of E/LE.
Description
Keywords
Música y E/LE Poesía Rap Literatura juvenil
Citation
Dotras Bravo, Alexia (2019). Que yo no creo en las personas normales. Lo que yo digo es “todos somos especiales”: El rap como recurso retórico, poético y literario en las clases de E/LE. In Sandra Álvarez Ledo; Carmen Ferreira Boo; Marta Neira Rodriguez (Coords.) Literatura infantil y juvenil y valores educativos. Madrid: Fundación Universitaria San Pablo-CEU. p. 67-81. ISBN 978-84-17385-27-9
Publisher
Fundación Universitaria San Pablo-CEU