Mehrsprachige Literatur im Schulunterricht – didaktische und methodische Überlegungen

Abstract

The article proposes to design literary education activities when teaching multilingual literature in schools. The proposal is to use texts that offer multilingualism in action or representation. These texts often, but not necessarily, deal with migration events. Didactically, the premise is that literature is not used in social or cultural pedagogical terms to develop morally and socially desirable behavior, but rather to impart knowledge of the poetic processing of language(s), language contacts and speech of literary characters. The article also explains why the evaluation of literature according to aestetic categories is particulary necessary in which case representation is strongly based on and related to authentic experience.