Literatur und Sprache in Krisen- und Umbruchzeiten
Edited By Ernest W.B. Hess-Lüttich, Carlotta von Maltzan and Kathleen Thorpe
Spiel mit Sprachen und Identitäten Eine Vision für die mehrsprachige Literatur- und Kulturdidaktik
Arata Takeda (University of Chicago / Freie Universität Berlin)
Spiel mit Sprachen und Identitäten
Eine Vision für die mehrsprachige Literatur- und Kulturdidaktik1
As late as half a century ago Martin Heidegger presumed with regard to language, that he called "the house of Being", that the European inhabited quite a different house than the non-European. The migratory movements of the present, however, are evidence that what matters is less the otherness than the openness of the houses, and this on both sides. In view of this, the multilingual didactics of literature and culture should not understand itself as a benevolent approach to the linguistic worlds of schoolchildren from immigrant backgrounds, but it should rather set in motion a fundamental opening to the conditio grammatica of all schoolchildren. The article reviews the phenomenon of multilingualism in education and literature from a historical perspective and formulates some requirements for the multilingual didactics of literature and culture of the future. At the core of these requirements is the idea of the game or the free-play with languages and identities that takes extensive account of the globalized feeling of being-in-the-world.
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