Unit AS 3: Extended Writing — Cuerda: La lengua de las mariposas
Welcome to your comprehensive revision guide for Assessment Unit AS 3: Extended Writing (Paper code: [SEP31] / Subject code: 5750) for CCEA AS Level Spanish. This unit is worth 30% of your AS Level (12% of the overall A Level) and assesses your ability to write a structured, analytical essay in Spanish within a 1-hour exam. Dictionaries are not permitted in the exam room.
In this guide, we will break down José Luis Cuerda's 1999 masterpiece La lengua de las mariposas. We will explore its historical context, characters, key symbols, thematic tensions, and the exact exam techniques needed to score top marks across both AO2 (Understanding and Analysis) and AO3 (Target Language Accuracy and Range).
1. Film Overview & Essential Facts
Title: La lengua de las mariposas (English: Butterfly's Tongue / The Tongue of the Butterflies)
Director: José Luis Cuerda
Year of Release: 1999
Screenplay: Rafael Azcona and José Luis Cuerda
Literary Origin: Adapted from short stories by Galician author Manuel Rivas in his 1996 collection ¿Qué me quieres, amor? (specifically the title story "La lengua de las mariposas", alongside "Un saxo en la niebla" and "Carmiña")
Original Soundtrack: Alejandro Amenábar
Did you know? The film expands significantly on Manuel Rivas' original short story. Subplots like Andrés playing the saxophone in the local orchestra (Orquesta Azul) were woven in by screenwriters Rafael Azcona and José Luis Cuerda to give a richer portrait of the Galician community.
Key Takeaway: Always remember you are analyzing a film directed by José Luis Cuerda. Refer to film techniques, visual storytelling, and cinematic scenes rather than analyzing it purely as a written text.
2. Historical & Sociopolitical Setting (Early 1936)
To score high marks in AO2, you must understand the historical backdrop that drives the plot and character motivations:
• The Second Spanish Republic (La Segunda República): Established in 1931, the Republic brought progressive social and educational reforms. It promoted secular education (removing church control from classrooms), democratic freedoms, and freedom of thought.
• The Educational Reforms: The Republican government believed that educating children with empathy, scientific inquiry, and critical thinking was the cornerstone of a free society. Teachers like Don Gregorio represent this progressive ideal: non-violent, secular, and student-centered.
• Social Division in Rural Galicia: The village is deeply polarized between two factions:
- Republicans / Freethinkers / Left-wing: Dedicated to democracy, education, and equality (e.g., Don Gregorio, Ramón).
- Traditionalists / Conservatives / Caciques: The wealthy landowners, conservative church figures, and local bosses who defended traditional hierarchy and Catholic authority (e.g., Don Avelino).
• The Military Coup (July 18, 1936): The rising of Nationalist and Falangist forces against the legitimate democratic government triggers brutal political repression, shattering the village's peaceful coexistence and leading directly to the Spanish Civil War.
Key Takeaway: The classroom in the film is a micro-society representing the democratic hopes of the Republic, while the brutal ending shows how fascism forcibly destroyed those ideals.
3. Character Analysis
Moncho / "Pardal" (Manuel Lozano)
• Role: An eight-year-old boy in rural Galicia who suffers from severe asthma.
• Symbolism: Represents childhood innocence, natural curiosity, and the vulnerable future of Spain.
• Evolution: At first, Moncho is terrified of school because he expects physical abuse ("los maestros pegan"). Don Gregorio's gentle approach transforms Moncho into an eager student who marvels at nature and literature. Nicknamed Pardal (sparrow), Moncho learns to "fly" intellectually under Don Gregorio's wing.
• Tragic Climax: Moncho's ultimate transformation occurs during the final scene, where fear and political coercion force him to betray his beloved mentor.
Don Gregorio (Fernando Fernán-Gómez)
• Role: The elderly village schoolmaster; an educated, compassionate, and committed Republican.
• Pedagogical Style: Rejects corporal punishment, promotes hands-on learning through nature field trips, and teaches children to observe, question, and appreciate the world around them.
• Moral Integrity: He refuses a bribe of capons from the wealthy landowner Don Avelino, proving that his principles and dedication to equal education cannot be bought.
• Fate: He is arrested by the Falangists during the July 1936 uprising for his political and secular beliefs.
Rosa (Uxía Blanco)
• Role: Moncho’s devout Catholic mother.
• Motivation: Maternal instinct and pure survival. Rosa represents the pragmatic instinct of ordinary people caught in violent political upheavals.
• Actions: She burns Republican newspapers and keeps religious symbols visible to protect her family. During the climax, she forces her husband and children to shout insults at the arrested Republicans to avoid suspicion and execution.
Ramón (Gonzalo Martín Uriarte)
• Role: Moncho’s father, the local tailor.
• Ideology: Secretly an atheist and Republican sympathizer. He deeply respects Don Gregorio and crafts a bespoke suit for him as a gesture of gratitude.
• Internal Conflict: When the coup occurs, fear for his family forces him into total submission. He must suppress his convictions and publicly join in the condemnation of his friends.
Don Avelino
• Role: The authoritarian local cacique (landowner/boss).
• Significance: Represents traditional power, corruption, and social entitlement. He expects special treatment for his son and cannot understand Don Gregorio's refusal to accept bribes.
Andrés
• Role: Moncho's older brother, who plays the saxophone in the Orquesta Azul.
• Significance: Adds depth to the family dynamic, showing youth culture, musical ambition, and the wider social life of rural Galicia before the outbreak of conflict.
Key Takeaway: Every character embodies a distinct response to the political climate: Don Gregorio represents unyielding principle, Rosa represents survival through conformity, Ramón represents suppressed conscience, and Moncho represents innocence corrupted by fear.
4. Core Themes & Symbolism
A. Education and Freedom vs. Fear and Repression
Don Gregorio believes that "la libertad estimula el espíritu de los hombres" (freedom stimulates the spirit of mankind). His classroom is built on respect, scientific inquiry, and mutual appreciation. In contrast, the authoritarian elements of society (such as Don Avelino and the Falangists) view education as an instrument of obedience and control.
B. The Butterfly's Tongue (La espiritrompa)
The butterfly's spiral tongue—the espiritrompa—is one of the central metaphors of the film:
• It represents the hidden wonders and delicate beauty of nature that can only be seen through patient observation, curiosity, and science.
• It symbolizes freedom, transformation, and fragility—just like the Republic, the butterfly's delicate world is easily crushed by brute force.
C. The Bowerbird (El tilonorrinco)
Don Gregorio teaches Moncho about the tilonorrinco (bowerbird), a bird that courts its mate by presenting colorful flowers and building decorated nests. It represents love, courtship, culture, and beauty in the animal kingdom, illustrating that tenderness and art exist naturally in the world.
D. The Loss of Innocence
Moncho’s journey begins in the natural paradise of childhood discoveries and ends with a violent rupture. The tragic loss of innocence is not accidental; it is forced upon him by a society descending into totalitarian terror.
Key Takeaway: Scientific terms like espiritrompa and tilonorrinco are not mere trivia; they are secret tokens of love and learning shared between Moncho and Don Gregorio.
5. Detailed Analysis of the Climax & Ending
The final scene of La lengua de las mariposas is one of the most powerful and frequently examined sequences in modern Spanish cinema. Understanding its layers of meaning is critical for your essay.
The Sequence of Events:
1. The Round-Up: Following the military uprising of July 18, 1936, the Falangists round up the village Republicans, unionists, and freethinkers (including Don Gregorio), holding them in the town hall before loading them onto a truck.
2. The Family's Dilemma: Knowing Ramón's known sympathies and the bespoke suit he made for the teacher, Rosa is terrified that their family will be targeted next. She commands Ramón and the boys to blend in with the fascist mob.
3. The Insults: To prove their loyalty to the new regime, the family shouts insults ("¡Rojos! ¡Ateos! ¡Asesinos!") as the prisoners walk past.
4. The Pursuit: Moncho and the town children chase the truck as it leaves for the execution grounds, throwing stones.
5. The Final Words: While throwing stones, Moncho screams the political insults fed to him by the crowd, but his final cries shift to: "¡Espiritrompa! ¡Tilonorrinco!"
Analytical Interpretation:
• Surface Betrayal vs. Deep Connection: On the surface, Moncho appears to be joining the mob in attacking his teacher. In reality, screaming "¡Espiritrompa!" and "¡Tilonorrinco!" shows that Moncho’s bond with Don Gregorio remains alive. He uses the only private, meaningful language they shared to reach out to his teacher one last time.
• Psychological Conflict: Moncho is torn between intense fear (the desperate urge to obey his mother and protect his family) and deep love for his mentor.
• The Tragedy of Spain: The ending reflects the broader national tragedy of Spain in 1936—brother pitted against brother, neighbors forced to denounce mentors, and the violent crushing of reason by fear.
Key Takeaway: Never oversimplify the ending by stating that Moncho "hates" Don Gregorio at the end. It is an agonizing display of emotional confusion, survival instinct, and coded farewell.
6. AS 3 Exam Strategy & Essay Construction
In Unit AS 3 [SEP31], you have 1 hour to write an extended analytical essay in Spanish. Follow these proven steps to structure your work effectively:
Step-by-Step Essay Approach:
1. Deconstruct the Prompts (Puntos/Guías): CCEA exam questions provide 3–4 bullet points. You must address every single bullet point to access the highest marks in AO2. Use the bullet points as the outline for your main body paragraphs.
2. Plan Before You Write (5–7 minutes): Quickly jot down key scenes, cinematic techniques, and vocabulary linked to each bullet point.
3. Avoid Pure Plot Retelling: High marks are awarded for analysis, not plot summary. Do not simply recount what happens; explain why it happens, what it symbolizes, and how Cuerda uses visual storytelling.
4. Structure Your Essay:
- Introducción: Introduce the film, director (José Luis Cuerda), historical context, and state your thesis clearly.
- Párrafos principales: One focused paragraph for each bullet point provided in the question.
- Conclusión: Summarize your core arguments and offer a final analytical judgment on Cuerda's message.
Useful Analytical Vocabulary for the AS 3 Essay:
Introducing Themes & Context:
• La película, dirigida por José Luis Cuerda, refleja el clima sociopolítico de la Segunda República... (The film, directed by José Luis Cuerda, reflects the sociopolitical climate of the Second Republic...)
• A través de los ojos de Moncho, el director explora la pérdida de la inocencia... (Through the eyes of Moncho, the director explores the loss of innocence...)
• El trasfondo histórico del golpe de estado de julio de 1936 es crucial para entender... (The historical background of the July 1936 coup d'état is crucial to understand...)
Analyzing Characters & Symbolism:
• Don Gregorio encarna los valores progresistas y la pedagogía humanista... (Don Gregorio embodies progressive values and humanist pedagogy...)
• La espiritrompa simboliza la belleza oculta de la naturaleza y la libertad del pensamiento... (The butterfly's tongue symbolizes the hidden beauty of nature and freedom of thought...)
• El comportamiento de Rosa está motivado por el instinto de supervivencia y el miedo... (Rosa's behavior is motivated by survival instinct and fear...)
Structuring Arguments & Transitions:
• En primer lugar / Por un lado / Por otro lado... (Firstly / On the one hand / On the other hand...)
• Esto se evidencia en la escena en la que... (This is evidenced in the scene where...)
• En conclusión, el desenlace trágico demuestra cómo el fascismo destruyó la convivencia pacífica... (In conclusion, the tragic ending demonstrates how fascism destroyed peaceful coexistence...)
7. Common Examiner Pitfalls to Avoid
• Pitfall 1: Retelling the Plot (Resumen del argumento).
Examiner feedback: Many candidates write a narrative summary of the film rather than analyzing character motivation and cinematic themes.
Solution: Use analytical phrasing: replace "Moncho va al bosque y ve mariposas" with "La excursión al bosque permite a Cuerda mostrar la educación basada en el descubrimiento y la libertad."
• Pitfall 2: Neglecting the Bullet Points.
Examiner feedback: Omitting one of the question's stimulus bullet points immediately caps your AO2 mark band.
Solution: Tick off each bullet point as you address it in your distinct body paragraphs.
• Pitfall 3: Oversimplifying Moncho’s Behavior at the End.
Examiner feedback: Stating that Moncho simply turned against Don Gregorio misses the entire psychological and thematic depth of the film.
Solution: Explain the tension between familial terror, coerced mob behavior, and the hidden loyalty expressed through the words espiritrompa and tilonorrinco.
• Pitfall 4: Confusing the Short Story with the Film.
Examiner feedback: CCEA AS 3 examines the film adaptation. Candidates who reference only the written short story without discussing cinematic elements or film-specific subplots miss crucial context.
Solution: Clearly refer to José Luis Cuerda's cinematic choices, visual symbolism, and the adaptation's expanded character arcs.
Quick Review Summary
• Director & Date: José Luis Cuerda (1999), adapted from Manuel Rivas' short stories.
• Setting: Rural Galicia, early 1936 leading up to the military coup of July 18, 1936.
• Core Conflict: Progressive, secular Republican education (Don Gregorio) vs. authoritarian, conservative repression (Don Avelino, Falange).
• Key Symbols: Espiritrompa (delicate freedom, science, wonder); Tilonorrinco (love, courtship, culture); Pardal (Moncho's innocence and intellectual flight).
• The Climax: Fear and political survival force Moncho's family to denounce Don Gregorio, but Moncho's final scientific cries preserve his deep emotional bond with his teacher.
• Exam Rule: Answer every bullet point in the question, prioritize analysis over plot summary, and write accurately in Spanish within the 1-hour time limit.