Department of German Language and Literature

at the Faculty of Humanities

At the Department of German Language and Literature, competence-based teaching and learning processes in the field of German language and literature are researched and taught. We examine the characteristics and functions of language and literature across all media and, within the German Studies programme, focus on subject-specific acquisition and teaching processes from both historical and contemporary perspectives: This involves the selection, legitimisation and justification of the subjects and objectives of language and literature teaching, the structuring of teaching and learning processes, the development and evaluation of teaching and learning materials, as well as the social and media-related conditions of teaching.

Research

The institute’s members conduct research into innovations in the field of language and literary education within a variety of research consortia, many of which operate on an interdisciplinary and cross-university basis.

Externally funded projects

Erasmus+ Project ResoLut – Participating in resonance-based learning environments

When can teaching be considered successful, and what conditions must be met for it to succeed? This question lies at the heart of Hartmut Rosa’s ‘resonance pedagogy’, which views teaching as a space for relationships centred on social-emotional interaction – that is, the reciprocal relationship between pupils, teachers and educational content – rather than merely on cognitively measurable skills. Rosa uses this term to describe the shared, productive ‘resonance’ around a so-called ‘slice of the world’. This could be, for example, a shared interest or a subject being taught, but also art or political events. Through processes of negotiation within and between individuals, teaching becomes value-oriented learning.

To date, the approach developed by the renowned sociologist has not yet been tested in practice. The three-year project on resonance-oriented teaching and learning, funded by the EU’s Erasmus+ programme, aims to change this. The project partners are the Karlsruhe University of Education (PHKA, Germany; project lead), the State Academy of Applied Sciences in Nysa (PANS, Poland), the Carinthia University of Education (PHK, Austria) and Ludwig Maximilian University of Munich (LMU, Germany).

ResoLut project page
Achievement Sets a Standard (LemaS)

During the first phase of the LemaS project (2018–2023), the Karlsruhe University of Education, in collaboration with teachers from partner schools across Germany, developed adaptive approaches to diversity-sensitive learning and teaching materials in the areas of creative writing (Sub-project 15 led by PD Dr Beate Laudenberg) and linguistic and rhetorical communication (Sub-project 17 led by Prof. Dr Carmen Spiegel), which were then implemented, evaluated and revised in schools. These concepts and materials (P3roducts) support teachers in identifying linguistic talents and providing targeted support to all pupils – regardless of their background, gender or social status – in a way that is tailored to their potential and needs.
As one of three research teams within the LemaS Transfer Content Cluster on Languages (IC 4), based at the universities of Frankfurt (Mayer research team – literary discussion and reading), Karlsruhe (Laudenberg research team – literary writing and rhetorical communication) and Potsdam (Freitag-Hild research team – complex tasks in English lessons), the Laudenberg / Winterscheid team monitors and researches the transfer and transformation process of the P3 products developed during the first phase of LemaS as they are implemented by teachers at the partner schools.

LemaS project page
Fan culture and education

The project (2024/25), funded by the PwC Foundation, aims to adapt the literary practices of digital reading and writing communities within fan fiction culture for use in classroom teaching and learning processes. The project is being carried out in cooperation with the LPZ at the Literaturhaus Stuttgart, the University of Bremen and the LIS Bremen.

(Prof. Dr Ina Brendel-Kepser, since 2024)

Fan fiction in the classroom

PhD projects

The aim of this doctoral research project is to develop support measures for digital writing and to evaluate their effectiveness. Based on the empirical findings of a diagnostic preliminary study, an interactive learning pathway designed to promote digital text production skills in the broadest sense (keyboard typing, word processing functions, digital text production strategies) will be devised and compared with a ten-finger typing course. To evaluate effectiveness, a pre-post-test design will be used to assess learners’ typing behaviour and to examine the effect on text quality and revisions to texts they have written themselves in response to a specific writing task.

(Kathrin Heller, since March 2023)

The study examines the impact of different writing interventions on the narrative text production skills of pupils in the orientation stage. The focus is on three groups: an intervention group working with digital storytelling (DST), a second intervention group using a text-analytical approach, and a control group receiving no specific support. The aim of the study is to determine whether digital storytelling, as a multimedia narrative form, leads to a lasting improvement in narrative text competence. To this end, the participants first write down their ‘tall tale’ before receiving targeted support as part of their respective interventions. They then revise their text and produce a final version, thereby making any improvements in competence visible.
Data collection takes place at nine secondary schools in Karlsruhe involving around 200 pupils, who are taught in 1:1 iPad teaching and learning settings and compose their texts digitally. In addition to findings on the impact of digital and multimodal writing methods, the study also provides new insights into the use of iPads in German lessons. The analysis of the texts is based on the RANT scale (Wild, 2020) as well as a holistic assessment using the NAEP scale. In addition, confounding and control variables such as reading comprehension, motivation to write, socio-economic status, keyboard writing proficiency, literacy experience and media socialisation are recorded in order to account for external influencing factors and to gain nuanced insights into the effectiveness of the writing interventions.

(Maximilian Stoller, since August 2023; sub-project within the AQUA-d Research and Early-Career Academy)

The study examines how generative AI, acting as a conversational partner, can promote written argumentation and reflective thinking amongst young people in lower secondary education. It analyses which pedagogical concepts and prompts are best suited to using AI in a way that supports critical thinking and the ability to structure information logically. This is tested, by way of example, using the topic of ‘fast fashion’ to encourage a conscious engagement with socially relevant issues.

(Gloria Goller, since October 2023; sub-project within the Knowledge Media Collaborative Doctoral Programme)

In primary school German lessons, digital spelling aids can be used primarily during the writing process, specifically when revising the formal structure of a text. It is important that pupils interact with the digital spelling aids – in other words, that they learn to question orthographic structures and suggested corrections, and to check whether these make sense in the context of their own text. A prerequisite for the sustainable use of digital spelling aids in German lessons is a didactic implementation based on evidence-based findings.

(Tina Neff, 10/2020–01/2026)

Research Colloquium

The Institute regularly organises a research colloquium. This series of events offers both early-career academics and established researchers a platform to present and discuss their current projects in the field of language and literary education.

Anyone interested is warmly invited to attend the colloquium and to contribute actively to the discussions.

Teaching

Subject: German

Note for students

On the student information platform for the Institute of German Language and Literature in the InnovationSpace, you will find all the key documents and information relating to studying German, as well as the latest updates.

Institute team

Organisation

Karlsruhe University of Education

Building

Room

206

anne.frenzke-shim@ph-karlsruhe.de

Phone

+49 721 925-4685

Availability

Wednesdays, 9.45–10.45 am (room 3.206 or online) – Please register via my profile on Stud.IP.
By arrangement

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