German-language studies in literature education in the light of international research

Abstract

This paper argues that German-language research in literature education can benefit in several ways from a stronger consideration of international research. To illustrate this point, the paper examines two basic assumptions on literature education that are widely accepted in German-language research: First, it is assumed that the interplay of reader- and text-oriented approaches to literature is particularly important. Second, it is assumed that classroom discussions are a proper way of dealing with literary texts, as long as some normative prerequisites are concerned. With respect to these assumptions, the current state of German-language research on literature education is related to international (English-language) research. As a result, prevailing assumptions and findings in the German-language discourse are partly confirmed, partly extended, and partly seen in a new light.