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With regards to the teaching of German in Sweden this literature study looks into

the Swedish curriculum and the CEFR (Common European Framework of

Reference for Languages) to compare today’s common interpretation of the goals in

language learning to the educational goals in the documents.

Critics mean that the CEFR and in extension the curricula in the associated countries

focus mainly on measurable practical language skills. This leads to impoverishment

of the concept of language learning, which should include broad cultural aspects,

encourage the students to develop their personalities and curiosity and foster a

livelong desire to study.

This work will try to show that blaming the CEFR for the kind of lopsided

development towards practical, measurable skills in language teaching does not

origin in the document or in the national curriculum. It appears to be the

interpretation of the documents that oversees some essential requirements, not only

for successful language teaching but also for the use of German as a tool for

conversation and understanding.

The real understanding of a language is, according to the research referred to in this

work, connected to the understanding of culture. This literature study will show that

reading older literature in language classes will favour the students´ understanding

of culture.

Furthermore, this work will try to point out other educational benefits besides the

gain of cultural knowledge in working with literature. Students learn to argue and

gain understanding of their own world by comparing to the new reality they meet in

the literature. In addition, students will, with the help of the text, acquire new

vocabulary and get an understanding of the structure of the language.

In essence the use of literature in teaching German on one hand meets and fulfils the

requirements in the curriculum and on the other hand supports the development of

language skills and personals skills.