Ist die fundierte Auseinandersetzung mit Literatur im Fremdsprachenunterricht nur noch eine Floskel? Eine kritisch-konstruktive Auseinandersetzung mit Kletts Unterrichtshandreichung zur Kurzgeschichte "El desertor"

Abstract

This article reflects on the didactic and methodical approach of a teacher’s guide published by Klett which proposes different feasible exercises for the class work analyzing a Spanish short story called El desertor. After deconstructing the in certain ways unfitting exercises of the teacher’s guide, the article concludes that this approach is not an adequate and motivating way of addressing fictional literature in foreign language classes. The main reasons were found in the often-unclear connection between the given exercises and the original meaning of the short story but also in the missing link between the literary characteristics of the text, its content and the created effects. That’s why the article then delivers an exemplary analysis of the same short story and tries to give a more profound and scientific understanding of the text. Finally, the article aims to provide some recommendations on how to approach fictional literature in foreign language classes.