Lisa Simpson Helps Us Teach (and Enjoy) Borges: Multimodal Scaffolding for the Teaching of Complex Texts
Saved in:
| Title: | Lisa Simpson Helps Us Teach (and Enjoy) Borges: Multimodal Scaffolding for the Teaching of Complex Texts |
|---|---|
| Language: | English |
| Authors: | José María Gil (ORCID |
| Source: | Cambridge Journal of Education. 2025 55(6):837-852. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education Grade 11 High Schools Grade 12 |
| Descriptors: | Foreign Countries, Secondary School Students, Secondary School Curriculum, Secondary Education, Popular Culture, Television, Authors, Literary Genres, Scaffolding (Teaching Technique), Learning Modalities, Oral Reading, Reading Aloud to Others, Reader Text Relationship, Difficulty Level, Grade 11, Grade 12, Student Writing Models, Familiarity, Reading Comprehension |
| Geographic Terms: | Argentina |
| DOI: | 10.1080/0305764X.2025.2580650 |
| ISSN: | 0305-764X 1469-3577 |
| Abstract: | This article addresses the challenge of teaching Jorge Luis Borges' complex literary texts in secondary school by focusing on students' global comprehension. It presents findings from classroom-based research in which students from diverse socioeconomic backgrounds read Borges' story 'Theme of the Traitor and the Hero'. The research compares the performance of students who first watched an episode of "The Simpsons" with a parallel narrative structure to those who did not engage in this preparatory activity. It also examines the role of reading aloud with commentary. Results indicate that multimodal scaffolding, particularly the use of culturally familiar animated content and guided oral reading, can substantially enhance both students' global understanding and their enjoyment of demanding literary works. The study contributes to current debates on equity in literary education and highlights the value of creative pedagogical approaches in expanding meaningful access to canonical texts. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1491946 |
| Database: | ERIC |
| Abstract: | This article addresses the challenge of teaching Jorge Luis Borges' complex literary texts in secondary school by focusing on students' global comprehension. It presents findings from classroom-based research in which students from diverse socioeconomic backgrounds read Borges' story 'Theme of the Traitor and the Hero'. The research compares the performance of students who first watched an episode of "The Simpsons" with a parallel narrative structure to those who did not engage in this preparatory activity. It also examines the role of reading aloud with commentary. Results indicate that multimodal scaffolding, particularly the use of culturally familiar animated content and guided oral reading, can substantially enhance both students' global understanding and their enjoyment of demanding literary works. The study contributes to current debates on equity in literary education and highlights the value of creative pedagogical approaches in expanding meaningful access to canonical texts. |
|---|---|
| ISSN: | 0305-764X 1469-3577 |
| DOI: | 10.1080/0305764X.2025.2580650 |
