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Reading Kästner's "Emil und die Detektive" in the Context of a Literacy-Oriented Curriculum

Jennifer Redmann
Die Unterrichtspraxis / Teaching German
Vol. 41, No. 1 (Spring, 2008), pp. 72-81
Published by: Wiley on behalf of the American Association of Teachers of German
Stable URL: http://www.jstor.org/stable/20479993
Page Count: 10
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Reading Kästner's "Emil und die Detektive" in the Context of a Literacy-Oriented Curriculum
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Abstract

The focus in many language curricula is shifting from "four skills" to "literacy." In a literacy-oriented curriculum, texts stand at the center of every course at every level. Teachers introduce content through texts early in the language learning process, assist even advanced students with the challenges of reading and writing in German, and help learners make connections at every level between texts, language, and culture. This article describes approaches and offers materials for teaching a classic German children's novel, Erich Kästner's "Emil und die Detektive" (1929), in the second year of a literacy-oriented curriculum.

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