El impacto de los textos literarios chicanos escritos por mujeres en el aprendizaje socioemocional del estudiantado de lenguas extranjeras

Abstract

This study aims to identify how texts written by Chicana authors influence the emotions of foreign language students, as well as their motivation, interest, effort, and socioemotional participation. Using both qualitative and quantitative approaches within a critical pedagogy framework, a selection of works by several writers was incorporated into an undergraduate English Studies course. Systematic observation, supported by a rubric, together with students’ reflections and a questionnaire, revealed a progressive increase in their engagement, discursive depth, and affective expression. The results indicate that these texts, by blending English and Spanish and addressing themes of border, belonging, and gender, create a learning space in which language is experienced as both an emotional and cultural practice, and teaching is understood as a social and symbolic act.