Interkulturelle Literaturtexte im universitären DaF-Unterricht: Mehrsprachigkeit, Kontrastivität und Bewusstheit

The aim of this paper is to throw light on the possibilities of the contrastive approach, involving two or more languages, in the context of language and culture learning within the academic area of German as a foreign language (GFL). In particular, the contrastive approach is examined before the background of literary texts and their reevaluation in connection with translations. Translation as a means of contrastive analysis is also considered in order to promote learners´ ability to reflect on and to become better aware of language and culture. This paper also addresses the extent, to which a contrastive approach to linguistic hybridity and ambiguity can be made fruitful for (critical) linguistic awareness. Such linguistic awareness and its concomitant processes also support the development of symbolic competence, which also plays a key role in the context of a more comprehensive educational discourse.