German didactics explores linguistic, linguistic-literary, medial, and (inter)cultural processes of education in teaching-learning situations with regard to the following three sub-fields:

  • Language didactics reflects on processes of linguistic action by exploring theoretical and practical possibilities that initiate, support, improve, and/or correct the acquisition of oral and written communication skills. Its field ranges from oral and written linguistic action, to how people deal with texts and media, and to studies of and reflections on language(s). One focus of language didactics at the University of Luxembourg lies in studying and reflecting on multilingualism in teaching-learning processes.
  • Literature didactics analyzes forms of teaching literary texts, as well as the acquisition of literary skills in processes of teaching literature in and out of school. These skills include both literary methods, theories, and concepts, as well as systematic and historical aspects of literary genres and how they can be located historically. Against this backdrop, literature didactics at the University of Luxembourg researches in particular the forms, possibilities, and limits of intercultural learning in the teaching of German.
  • Media didactics deals with teaching-learning processes in using media in German lessons. More precisely, it follows the principles of literature didactics mentioned above to examine the significance of new media in the context of literary education. Media didactics at the University of Luxembourg explores in particular the anthropological dimensions of access to self and world through the media, as well as the changing concept of education in the teaching of German.