Literary learning scenarios combine linguistic, literary and aesthetic learning with intercultural issues in multilingual contexts. They draw on intercultural learning scenarios, creative writing scenarios and performative forms of reading. At the samt time, the engagement with language in is shaped in linguistically authentic and meaningful contexts, and children's literature is addressed as a medium that opens access to the expansion of various linguistic skills. In the GFL/ GSL field, monolingual and multilingual learning processes that can be triggered by literature are described in numerous ways. In the graphic novel ‚Jeden Tag Spaghetti‘ (Zamolo 2022) experiences with othering and everyday racism in the German-Italian context are recounted in text and images, with subtle humour, in pastel shades and with individual handlettering. Based on different staging approaches to the graphic sketches of experience, possibilities of pausing and reflecting, dealing with social manners and border crossings, playing with language and questioning (pictorial metaphorical) pigeonholing are designed. The aim is to show the manifold potentials of literary learning scenarios for dealing with intercultural topics in multilingual language teaching at primary school.

Keywords: graphic novel, literary learning scenarios, linguistic, literary and aesthetic learning, multilingualism, interculturality