Uppsala universitet, Institutionen för moderna språk
Abstract
Foreign languages are an important part of today's school system. At the beginning of the 2000s, the Common European Framework of Reference for Languages was introduced, which aims to create cross-country comparability of language qualifications.In order to find out whether the teaching content in the two countries has similarities, which ultimately lead to a similar level within the foreign language, I deal with the following ques- tions. On the one hand, What similarities and differences can be observed in the competence area of oral communication in the lower secondary level of foreign languages between Ger- many and Sweden? and on the other hand, What similarities and differences can be observed in the subject areas in the lower secondary level of foreign languages between Germany and Sweden? For this purpose, I conduct a comparative curriculum study and a curriculum analysis, examining the Swedish and Schleswig-Holstein curricula. It could be noted that there were several similarities and differences between the curricula of the two countries. Within the sub- ject areas, many overlapping topics could be identified, such as how to be able to introduce oneself in the target language and to be able to talk about the family. In terms of writing skills, there were similarities in terms of topics, but also in terms of the type of teaching, such as presentations and stories. The biggest differences could be found in the subject areas and in the competence of writing within the structure and scope. Thus, the Schleswig-Holstein curriculum is much more extensive and detailed than the Swedish curriculum
