The intertextuality between language and arts in the teaching of languages

Abstract

This study starts from the observation of different relations of intertextuality and intermediality between language and arts, between language and culture in general, which require an intersystemic interpretation, that is to say, the use of multiple semiotic codes in the interpretation of a message. Regarding this last point, the necessity of making a critical revision of the concepts of intertextuality and textual competence arose, as well as of text and intertext, in order to redefine the dimensions of textual competence, framing it into a semiological competence. A proposal for a proper definition of the terms textual competence and intertextuality is formulated, and we elaborate a typology of intertextuality, based on previous studies. These concepts are observed in their relation between language and arts (painting, film, music, etc.), and their better use in the teaching/learning of languages is considered. The concept of culturemes as symbolic units of cultural communication that correspond to a language or a cultural area, and should form part of the communicative competence of the speakers of foreign languages, is included. The aim is to bring the multiplicity of semiotic codes that interact in the interpretation of a message to attention and, therefore, highlight the necessity of incorporating its teaching in the field of foreign languages. Increasing the level of intertextuality known by students of foreign languages would mean increasing their semiotic competence, enriching their socio-cultural competence and improving their interlanguage and interculture competence.