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Lisa Simpson Helps Us Teach (and Enjoy) Borges: Multimodal Scaffolding for the Teaching of Complex Texts

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Title: Lisa Simpson Helps Us Teach (and Enjoy) Borges: Multimodal Scaffolding for the Teaching of Complex Texts
Language: English
Authors: José María Gil (ORCID 0000-0002-1216-7110), Jonás Ezequiel Bergonzi Martínez (ORCID 0000-0002-8944-0453)
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
FullText Text:
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  Data: Lisa Simpson Helps Us Teach (and Enjoy) Borges: Multimodal Scaffolding for the Teaching of Complex Texts
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  Data: <searchLink fieldCode="AR" term="%22José+María+Gil%22">José María Gil</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1216-7110">0000-0002-1216-7110</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jonás+Ezequiel+Bergonzi+Martínez%22">Jonás Ezequiel Bergonzi Martínez</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8944-0453">0000-0002-8944-0453</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Cambridge+Journal+of+Education%22"><i>Cambridge Journal of Education</i></searchLink>. 2025 55(6):837-852.
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  Data: 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
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  Data: Y
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  Data: 16
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+11%22">Grade 11</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+12%22">Grade 12</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Argentina%22">Argentina</searchLink>
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  Data: 10.1080/0305764X.2025.2580650
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  Data: 0305-764X<br />1469-3577
– Name: Abstract
  Label: Abstract
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  Data: 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.
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  Data: 2026
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  Data: EJ1491946
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