Literatur- und Kulturvermittlung im herkunftssprachlichen Arabischunterricht

Abstract

The teaching of Arabic as a foreign, second or heritage language has mostly been studied from the perspective of applied linguistics. With very few exceptions, extra-linguistic realities have been dealt with in the context of motivational or institutional aspects of the language acquisition process. On the one hand, literature and culture have therefore been seen as positive stimuli for learners and creative tools for acquiring concrete language skills. On the other hand, they have been treated as learning goals in their own right, with no didactic connection whatsoever to second language acquisition. Thus, this article serves as a bridge between the latter and the didactics of literature and culture within the context of the teaching of Arabic as a heritage language. In order to do so, concrete implementation strategies based in didactic theory are being discussed.