Between songs and verses: Latinoamerican voices, critical literacies and feminism literacy in linguistic education in Spanish

Abstract

Music as a didactic resource fosters a multimodal, intercultural, and critical approach to language education, especially in additional-language classrooms. Aiming to analyze the songs Antipatriarca (Tijoux, 2014) by Ana Tijoux and Canción sin miedo (Quintana, 2020) by Vivir Quintana, with the participation of El Palomar, this study relates them to feminism, the development of critical literacy, and Spanish language education. Grounded in critical Applied Linguistics (Pennycook, 2021), it dialogues with authors such as Jordão (2014), Rojo (2012), Monte Mór et al. (2021), Crenshaw (2002), Gonzalez (2020), Ahmed (2017), hooks (2017), and Freire (2019). Methodologically, it adopts a qualitative, interpretivist approach focused on analyzing the meanings constructed in the lyrics and their articulation with themes such as denunciation, resistance, identity, and agency. In addition, a didactic proposal is outlined for working with both songs in Spanish classes. The results indicate that both songs function as multimodal texts with the potential to foster problematization of patriarchy, gender-based violence, and female identity. Moreover, they can contribute to a language education committed to combating inequalities, enabling learners of Spanish to (re)think their cultural repertoires and understand language as an instrument of emancipation.