Central Michigan University

As early as 1990, Jürgen Koppensteiner entered a plea for the inclusion of Jugendliteratur (JL) in the German curriculum because it offered "vielfältige Möglichkeiten, den Unterricht abwechslungsreicher und somit erfolgreicher zu gestalten" (106). However, apart from an occasional conference presentation, there has not been much response from the profession, and JL remains largely excluded from the foreign language (FL) curriculum.

As an enthusiastic advocate of Jugendliteratur, I want to renew his plea and encourage colleagues to experiment with this genre. It not only provides variety, but also affords us the opportunity to further the goals of FL proficiency, and, more importantly, it provides a pleasurable experience with books, which students remember for years to come.

In this article, I will focus first on the reasons for inclusion, then discuss some possible reasons for its omission and offer solutions to perceived problems. In the second half, I will share pedagogical concerns and practical suggestions for working with lengthy whole texts using Oya by König, Straube, and Taylan as an example.

In his seminal book Jugendliteratur im kommunikativen Deutschunterricht, Bernd Kast identified at least five learner goals, which Jugendliteratur can fulfill: personal values development ("Attitüdenbildung"), cultural exploration ("Landeskunde"), language development ("Spracherwerb"), literary analysis ("Literaturkompetenz"), and reading enjoyment ("Genußfähigkeit"). Theory and practice both support Kast’s findings.

1. Personal values development

Research has shown that proficiency is topic-dependent, which means that students are able to read and understand texts better if they have personal knowledge about and interest in the topic (Bernhard 1986). JL frequently deals with the lives of young adults and therefore is of high interest to them. For many, adolescence is a difficult period in their lives because they have to master two diametrically opposed tasks: on the one hand,they have to develop an identity of their own, which involves challenging the values of society, on the other hand, they are expected to become members of the society and be willing to affirm its values and make contributions to the benefit of all. The road to self-definition, autonomy, and social integration is often fraught with anxiety, insecurity, self-doubt, and fear.

One of the main purposes of JL is to provide Lebenshilfe, i.e. to help young people understand themselves and the world in which they live. Confronted with a fictional world that mirrors the contradictions, the harshness and the inadequacies of reality, adolescent readers have the opportunity to develop critical skills, find a place for themselves, and develop their own value judgments.

For FL students, these texts are also of great personal benefit because they underscore the universality of human problems, model emancipatory strategies, and help them define their own values and beliefs. "Students read literature to know themselves, and--insofar as they each are a composite of their ideas, attitudes, beliefs, and emotions-- to create themselves, for reading will enable them to refine and sharpen their conceptions of the world and the people in it. It is those conceptions that make them who they are." (Probst, 5).

Since JL is in part written for the intellectual and social education of the young, it tends to impart values that a society holds dear. Hence, it can serve as an ideal vehicle for the extrapolation of the cultural values and beliefs.of the culture under study. JL has often been accused of being merely a pedagogical tool to teach knowledge and values supported by the dominant culture. Critics charge that its didacticism, its "erhobener moralischer Zeigefinger", and hidden pedagogical agenda dominate its aesthetic value, therefore making it inferior to "real" literature. While this may be a concern for literary scholars, it is not a disadvantage in the FL classroom. "Jugendliteratur" that has a tendency toward "Tugendliteratur" lends itself more readily to the study of cultural, political, and ideological values and beliefs of a society in a particular historical context. It allows students to see that humans do not live in a vacuum, but are firmly embedded in social structures, which are governed by specific ideological beliefs and behavioral proscriptions. Thus, JL is a suitable genre for studying social values and ideological beliefs.

Reading JL supports all four proficiency skills of the ACTFL proficiency guidelines. If FL students are to communicate effectively with members of the target culture, they need to be exposed to real language in real-life contexts (Rogers, 467). Since JL represents authentic texts, it can help prepare students for such encounters. The language used in JL is current and meaningful in the socio-linguistic context of young Germans. Because the texts deal with problems that are relevant to students’ lives, students can draw on their own experiential background and become equal partners in group discussions, thus developing their speaking, listening, and reasoning skills.

The most important, yet often neglected, aspect of reading whole texts is systematic training in reading strategies. During the first two years of language study, students are exposed to short expository texts and brief literary works such as poems, short stories, or folk tales. They become familiar with reading strategies that help them decode and understand these reading samples, but they provide little preparation for handling long authentic texts (Knutson 1993, 12). Reading "Häppchenliteratur" (Kast) gives students no opportunity to practice sustained, extensive reading without constant help from the teacher or dictionary. Moreover, short texts do not encourage the students to employ strategies such as contextual guessing and hypothesis making. It is only when confronted with a twenty page assignment that they can see the value of such techniques. Thus, reading whole texts trains students to focus on meaning rather than on form and encourages them to become independent readers.

For those who value the study of literature as an important goal of the FL curriculum, JL provides an ideal training ground for literary analysis and aesthetic appreciation. Since most of these books employ traditional formats of narration and avoid literary techniques commonly used in adult literature such as changes in time and narrative perspective, they are more accessible. A limited number of characters and straightforward, chronological narration with few subplots or digressions are of great value to FL students with limited linguistic abilities. They can extrapolate key paragraphs or sentences, and learn about symbols, metaphors, flash backs, foreshadowing, and other discursive features of literature. JL provides students an excellent introduction for the study of literature.

One of the most challenging tasks for teachers is to instill a love for reading in their students. Frequently, reading assignments elicit moans and groans (Rusciolelli, 262), especially if they are long and complicated. However, it is possible to win over even the reluctant students if the instructor pays close attention to meeting their affective needs. A pedantic dissection of the text or an intensive reading coupled with mechanical vocabulary and grammar drills run counter to the goal of enjoyment ("Genußfähigkeit "). Learning to enjoy reading should be of paramount importance in the FL classroom because reading is one of the few skills that students can use alone outside of class and after graduation. The satisfaction gained from having read an entire book without glosses or extensive vocabulary lists, is an experience which inspires confidence and pride and motivates students to seek further reading experiences.

It is difficult to understand why FL teachers are reluctant to make JL an integral part of their undergraduate or upper level high school courses. However, many instructors have valid concerns ranging from ideological, pedagogical, logistical to technical issues, which must be addressed.

For many the first impediment may be the name itself, which they associate with "kiddy lit", a term used pejoratively to disqualify and trivialize literature written for the young. In the academic world, JL has been largely ignored and marginalized because it was assumed to be inferior to adult literature, merely serving as a Überbrückungsfunktion until good literature could be appreciated (Tebbutt, 19). Consequently, many academics did not wish to be associated with reading "inferior" texts lest their academic reputation suffer. Lack of academic acceptability also meant that students could not learn about it nor could researchers make it a field of study. Teachers, in turn, were not trained in the pedagogy of reading such texts nor made knowledgeable about the variety and commercial availability of these texts.

Other arguments advanced for not including JL in the FL classroom are the possible difficulties experienced by second language learners. Since these texts were written primarily for native young adults, they deal with topics that are of interest to them and are written in language that appeals to this age group. FL students, however, may misunderstand because they do not share the same cultural background. In addition, there may be a discrepancy between intellectual competency and language proficiency. While the content may be suitable, FL students may not easily comprehend the meaning after a mere four semesters of language study. Reading is a highly complex process involving not only vocabulary and grammar structures, but separating main ideas from details, searching for cohesive elements, and contextual guessing (Rusciolelli, 262). Even if students have learned and can apply these reading strategies to short texts, they often have difficulties decoding lengthy unglossed texts which may result in an inverse relationship between time invested and real learning. Worst of all, because the students may be overwhelmed and frustrated, it may sabotage one of the main goals in reading literature, the enjoyment of reading.

In order to insure a positive experience, it is imperative that the teacher selects texts carefully. Not all books, even some of the best written for German young people, lend themselves for the FL classroom because students lack background knowledge in literature and culture, linguistic proficiency, and aesthetic sophistication.

Based on Kast, Christensen, Shrum, Whiteman and my own experience, the following criteria should be taken into consideration: 1. Relevance of topic (must be informative, challenging, relate to students' age, interests, and experience, offer models of identification, but no clear-cut solutions, be suitable for personal value formation). 2. External features (large print, attractive covers, reasonable length, subdivisions in short chapters, episodic structure, traditional printing conventions [e.g. quotation marks for direct speech], illustrations). 3. Language (authentic spoken German, yet not too much slang or ungrammatical colloquialisms, much dialogue, suitable for oral discussions, fast action, excitement, humor ). 4. Literary, historical, cultural importance (ideally a personal story set in a specific historical background and lending itself to exploration of values and beliefs of target culture).

As a general procedure to approach whole texts, reading experts recommend a three phase model: pre-reading activities, reading, and post-reading. The first phase is devoted to preparation and motivation. During this time care needs to be taken to reduce potential barriers, be they linguistic or cultural. Advanced organizers help to access and expand the students' prior knowledge of the topic and context and reduce misunderstandings due to semantics or difficult syntactical structures. Equally important are strategies to create interest and empathy which motivate students to want to read the book.

Knutson (1993, 16) recommends taking extra time in class to examine the physical features of the book so students become familiar with text organization (title page, chapters, chapter titles, appendices, text on back cover) and text characteristics (description vs. dialogue, characters, places, narrative perspective, recurring themes). Scanning the text, especially the first chapter, and discussing with partners what has been learned, are good strategies because they help students overcome their fear of "reading a whole book", reinforce their abilities to extract knowledge from an unknown text, and allow them to clear up misunderstandings before they get too far into the text. This is of crucial importance because, as Bernhard (1983) has shown, students will ignore their own prior knowledge or common sense to make a text fit their pre-conceived notions of what it means.

The second phase is devoted to the actual reading of the text, accompanied by discussions and comprehension checks. While Kast advocates longer at-home assignments, my experience with FL students has taught me to monitor their reading more closely. Instead of allowing students to read half the book over a period of two weeks, it is more beneficial to assign fewer pages (15 - 20) for a two-day interval and check the students’ comprehension immediately upon their return to class. Misunderstanding and frustration can be avoided if students do not procrastinate. Also, frequent discussions with peers are essential to clarify ideas, formulate hypotheses, and motivate them to read on.

The last phase (post-reading) should be more than mere summation. Students should be given an opportunity to evaluate the whole text and to relate its ideas to other areas (i.e. their own lives, their culture, history, philosophical thoughts, etc.). This can be most fruitful because it not only teaches the art of synthesizing information and critical thinking, but also fosters the ability to transfer and integrate newly acquired knowledge to other fields of human endeavor.

Oya by Karin König, Hanne Straube, and Kamil Taylan, tells the story of a 16-year-old Turkish girl, daughter of a Gastarbeiterfamilie, born and raised in Germany, whose father decides to take advantage of the Rückkehrprämie and return with his family to his homeland. The story records the differences between the two worlds, the painful effects these have on the main character, and the choices she has to make in order to lead a meaningful life.

This is a suitable book because it is intrinsically interesting, intellectually challenging, and fulfills all the criteria of a good reading text. Its physical characteristics make it a readable text for FL students. The 114-page book is subdivided into 23 short chapters, which bear intriguing titles. The paragraphs are short and dialogue predominates. The language is relatively easy (short sentences, not much slang, traditional punctuation). The narrative structure is appealing to young readers because each episode, arranged in chronological order, provides more detailed information on the cultural differences and consequently tends to increase the reader’s anxiety and concern for the main character’s well-being. Since Oya is a 16-year-old who has grown up in Western culture, she is an ideal figure with whom students can identify and empathize

The topic is also of great personal interest to students. They, too, are struggling with experiences of love, friendship, family, loneliness, discrimination, and freedom (or lack of it) to make choices for their own lives. Reading this text challenges the validity of their beliefs and values because it confronts them with other belief systems and life choices.

This text provides FL students a wonderful opportunity to explore the history and the plight of the Gastarbeiter . Since many first or second year textbooks currently available have included a unit on multiculturalism in Germany, advanced students are familiar with the political and cultural issues related to foreigners living and working in Germany. But reading Oya provides not only knowledge, but an affective experience for the students. Since the information comes from a first person narrator, it allows the reader to identify with Oya and share her secret thoughts, ambivalent feelings, and painful experiences. Consequently, the political issues of Gastarbeiterproblematik become personal issues, which appeal to the head as well as to the heart of the reader.

Since this was the first authentic whole text which my fifth semester students would read, my main goal was to make it an enjoyable reading experience. In order to accomplish this, I chose to focus foremost on reading for pleasure and lower my expectations in the other areas.

The goals for reading were limited to developing skills for extensive reading such as skimming, scanning, hypothesizing, learning to guess, relying less on dictionaries, tolerating not knowing every word. Goals for speaking included sharing information with partners, asking questions, leading a discussion, and deciding on meaning. The goals for writing were writing descriptions, summaries, and personal responses to the story. For these reasons, grammatical structures were limited to relative pronouns, indirect discourse, and passive voice. These were reviewed and practiced intensively since the students needed to use them in their written work.

As far as culture goals were concerned, students were to learn more about the situation of Gastarbeiter in Germany and about differences between Eastern and Western cultures, values, and beliefs. As for personal goals, I expected the students to become aware of the various cultural factors that shaped their own identity and develop a more critical stance toward them. I hoped that students would apply some new insights to their own lives and take responsibility for their decisions as individuals and as members of a society.

In order to insure that reading this book would be a memorable experience, I paid close attention to the affective needs of the students and tried to make this as far removed from an academic task as possible. The various activities that were employed for the different reading phases are described in the following section.

Although the students knew something about Turkish Gastarbeiter and the various "problems" associated with them, they had little knowledge about the history of the Anwerbung, the legal aspects, and the political maneuvers to send them home again. Also they lacked background in the geography of Turkey, its history and present-day reality. Therefore, it was imperative that advanced organizers included all of these areas. Special emphasis was given to a discussion of Islam as a religion, which is much more proscriptive in secular matters than Christianity. This information allowed students to relate better to the protagonist’s internal conflicts and struggles.

As part of the pre-reading phase, much attention was devoted to the external features of the undertaking. After showing the title page on the overhead projector and guessing what the book might be about, the students were given their own copy complete with Lesezeichen and Zeilometer which I had made for them. The Zeilometer was a clear plastic sheet which marked the text lines (e.g. 5 - 10 - 15 - 20 etc.) to be used later for finding specific lines on a page quickly. The Lesezeichen was a home-made book mark with oriental designs. To serve as a progress marker, it was placed ahead to the page, which would be our reading goal for the next class. It was a good motivational tool because it represented a tangible goal.

In order to complete the reading in a timely fashion, I prepared a time schedule and assigned discussion leaders. For each reading, two students would be responsible for reading the text carefully and preparing questions for class discussion. In class, they would first give a short summary, then answer questions from class members, and finally lead the discussion based on their own questions.

Since an integral part of the reading process was to be a response journal in which students were to keep track of the episodes in the story, the journal was set up and explained in the pre-reading phase. Two open-faced pages were divided into 4 sections, each of which was to serve a different purpose: 1.(top right) brief summaries of chapters with title and page references; 2.(bottom right) personal responses to the episodes (characters, events, feelings, fears, comparisons to their own life, etc.); 3.(top left) vocabulary they did not understand or wanted to remember; 4. (bottom left) questions they had in regard to content or interpretation.

The summaries were designed to give students practice in synthesizing information and transforming it into written expression. The personal response section was to encourage personal interaction with the text and validate students’ ideas and feelings about it. Too often students think that there is only one "right" interpretation, which only the literature expert (the teacher) has and to which they are not privy. Encouraging them to write down their own responses is the first step toward making them independent thinkers. The sections provided for unknown vocabulary and questions were designed to help the students remember that they were not expected to know all the vocabulary nor understand everything in the text, although it was important that they should verbalize what they did not understand.

In the pre-reading phase, it was also useful to review passive voice, relative pronouns, and indirect discourse. Using excerpts from the text, students encountered these structures in context, and after some practice, were encouraged to use these forms actively in their own written and oral responses.

In order to insure more confidence in their ability to discuss the text, I also made up language ladders which contained useful phrases, such as "Der Text (das Kapitel) handelt von ..; auf Seite x steht, dass.. ; in Absatz 2, Zeile 5 steht, dass...; ich meine (denke, glaube, finde), dass... ; meiner Meinung nach,..; es stimmt (nicht), dass...; aber andererseits...., etc. These were hung in the classroom so that they were visible at all times.

Next, I turned my attention to some affective aspects, and following Knutson's suggestions (1993), had students look over the layout (chapter titles, title page and back cover). Without reading details, we focused on the picture on the cover page and the subtitle of the book "Fremde Heimat Türkei". Students created a web by collecting associations with the word "Heimat" and "fremd". They recalled incidences where they felt "fremd" - alienated, uprooted, or lonely. This was followed by a discussion about what Oya would find strange in Turkey since she had lived in Germany all her life and knew Turkey only from occasional vacation trips. After recording ideas on the overhead, students were asked to read as much of the first chapter inapproximately 10 minutes. They, then, were divided into smaller groups where they shared what they had understood. The group’s secretary wrote down the important findings and shared them with the class. We repeated the process till all had finished the exposition. Subsequent discussions identified the characters, their work and dreams, the family dynamics, the father's reasons for his decision to apply for the Rückkehrprämie and the family's return to Turkey. It also introduced the important concept of family honor and the special role of the daughter in Turkish culture. This was a good place to stop because students who identified with Oya were just as angry as Oya was when she found out that she had no voice in the decision that would drastically alter her life. Wanting to know how Oya responded to these changes motivated students to plunge into the next chapter.

This phase should closely resemble reading for pleasure in the native language. Thus large segments need to be read in a short period of time focusing on the plot and the characters. Any academic analysis of the text should be avoided at this stage. Students were asked to read to the Lesezeichen twice: once to get the gist without looking up words, a second time to gather additional information and integrate the ideas or events into the whole story. In order to motivate students further, I followed Knutson’s recommendation (1993, 18) and had students monitor and record their reading time because it provided tangible evidence to them of their increased reading efficiency.

As indicated earlier, class discussions were based on the response journals in which students had entered their summaries, vocabulary and content questions as well as personal responses to specific points. Small group discussions and all class discussions led by student leaders were part of the regular routine during this phase. Another regular feature was a comparison chart, which kept track of the differences between Western and Eastern Cultures (vis-à-vis Germany and Turkey) as they were mentioned in the book. Also, a city map of Istanbul and a map of Turkey were used to locate the various events and help students become familiar with the geographical locations.

In order to provide variety, depth, and extensions to the ideas presented in the reading, part of the class period was devoted to activities that appealed to different learning styles and intelligences. For example, cartoons about guest workers and Ausländerfeindlichkeit or -freundlichkeit, book covers of minority writers (e.g. Biondi’s Passavantis) and cultural pictures of veiled women, of men praying at the Mosque, and of bikini-clad tourists standing next to Turkish girls in traditional garb were ideal vehicles for visual learners. For musical-rhythmic students, authentic Turkish music was played. Students were instructed to listen to it with closed eyes, and then write down their thoughts and associations. Many students had great difficulty relating to this different music and resorted to stereotypical associations (e.g. belly dancers). This experience helped them understand Oya’s ambivalent feelings better as she, too, preferred Western music and Rock’n Roll to traditional Turkish music.

Pantomimes, skits of various scenes, debates with assigned positions, and interviews with different characters were designed to give students the opportunity of interpretation. It also allowed them to identify with characters other than Oya and remain true to their roles rather than force their Western orientation on them. Especially successful were the following skits: Oya trying to persuade her parents to let her stay in Germany; a school class taught with military-type discipline as described in the book; a reconstruction of the events that led to Derya getting slapped by the teacher for failing to understand him; and a made-up scene where Oya seeks advice from different people as to her marriage to Ahmet.

Another successful activity to engage students intellectually and affectively was the construction of a people sculpture (similar to a tableau vivant) which showed the family dynamics of Oya’s family: first in Germany (showing Oya as part of the tight-knit, hierarchical unit), then after her decision not to marry Ahmet (Oya is alone, an outsider while the family remains close), and finally at the end (Oya and Ahmet, although not close, are firmly embedded in the larger family unit). This was an important activity because it helped students overcome their own strong bias against arranged marriages, which they perceived antithetical to true love and the right to self-determination.

During this reading phase, students were also asked to contribute questions for quizzes and exams. For each reading assignment, students made up a number of true and false and multiple choice questions with answers as well as some divergent thinking questions, which lent themselves to short essay topics. These contributions were used for in-class practice, for short quizzes, and for review. Sometimes the questions were drawn from a box and discussed in small groups; sometimes students faced each other in two concentric circles asking and answering questions, which they had submitted on paper. The students whose questions were used for the final exam received extra credit points. This gave students incentives to re-read the book and to submit good questions for inclusion on the exam.

Although this phase need not be very long, it should fulfill at least three goals: First, it should bring together the various elements of the story and integrate them into a whole. Second, the information and concepts learned in the text need to be made relevant to students’ lives. Third, students should be given the opportunity to transfer this newly acquired knowledge and apply it creatively to other areas.

In order to achieve the first goal, students created a story map and painted a mural, which consisted of symbolic representations of various events (i.e. cut-off hair - symbol of Oya’s disobedience, golden ear rings - symbol of Ahmet’s love). In addition, a treasure chest, which contained objects from the story provided prompts for review of individual scenes. These visuals helped students recreate the story line, identify causal relationships, and discuss the significance of objects and events in the narrative.

In order to relate and update the information told in the story, considerable time was spent in class discussing current incidences of Ausländerfeindlichkeit, changes in asylum laws, and attempts to counteract the hate propaganda and violence of right-wing extremists. Students looked at other young adult books (see appendix) and read picture books such as Paul Maar’s Neben mir ist noch Platz and Elizabeth Reuter’s Soham. These were written for young German children in an effort to help them understand their foreign classmates and become peaceful members in a multi-cultural society.

To fulfill the third goal, students were given assignments for a final project, which encouraged them to use their special talents and apply their newly acquired knowledge in a different context or medium. For example, verbal-linguistic students had the option of writing: the mother’s diary, a different scene after Oya’s release from the hospital, the father’s letter to a friend who stayed in Germany, poems about identity, family, love, an interview with Oya twenty years later, and a mock newspaper based on details from the book.

For visual learners, the options were: drawing illustrations for the book, designing film posters, making a diorama or clay sculpture, designing several book marks with meaningful symbols, or designing a board game with events from the text.

For musically-rhythmically gifted students, the assignment options ranged from producing a tape which juxtaposed Western teenage music and Turkish traditional music, composing an original song with text (ballad or rap) or write the musical score for a particular episode in the book.

Several students, not only the kinesthetically gifted, opted for skits because various scenes in the text were dramatic or humorous and already contained much dialog. But some creative students chose to write original skits about scenes that were not in the book (e.g. Oya’s mother at the psychiatrist, Oya’s dream of eloping and living with Peter in Germany, or Western tourists displaying obnoxious behavior as they visit various Turkish establishments). No matter what type of project was chosen, students were able to transfer the main ideas to new contexts and do so in their preferred learning style. This gave them great pleasure because it tapped their creativity and validated their uniqueness.

Since the focus was on reading for pleasure, ways of assessment had to deviate from traditional quizzes or exams. Three different tools were employed. 1. The response journal was graded on length and depth, the inclusion of new vocabulary, and grammatical structures which had been practiced. 2. One exam was given which consisted of a multiple choice section, true/false questions, short answers, and one essay question. The exam was seen as user-friendly because it did not count more than a chapter exam and because all of the questions had been submitted by the students themselves. 3. The last assessment tool was the project for which specific criteria of evaluation had been set up in advance

Reading Oya as an example of Jugendliteratur gave students their first exposure to extensive reading. It was a positive experience for all, because the emphasis was on content, contextual guessing, and sharing personal responses. Measurable outcomes were the acquisition of new lexical items, a good command of relative pronouns, passive voice, and indirect speech subjunctive, and increased reading and speaking skills. Not measurable, but clearly present, were the enjoyment of the process and the satisfaction of having read an entire book without glosses by themselves. They learned strategies useful for reading extensively and thus were on their way to becoming independent readers.

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