Gesamtsprachliche Literaturdidaktik? Verhältnisbestimmungen zu klassischen Texten und literarischer Rezeptionsfähigkeit im gegenwärtigen Deutsch- und im Fremdsprachenunterricht

Abstract

The treatment of literary texts begins institutionally in kindergarten and in German lessons in elementary school. It is deepened and expanded in the secondary level through the addition of foreign languages. Against this background, as well as in the context of multilingualism and transculturality, the article asks which areas of overlap are necessary for an overall linguistic conception of literary aesthetic learning. Using curricular and literary didactic frameworks in the first and foreign language(s), the article also outlines the challenges that will arise in the future, also with a view to reading classic texts.