This article examines the methodology of teaching literary reading in German and English in secondary schools of Northern Bukovyna during Romanian rule (1918–1932). Drawing on curricula, textbooks, and methodological guides from the period, the study highlights how literary reading played a vital part in the language acquisition process and cultural education of students. The research identifies key methodological approaches rooted in the direct method, with an emphasis on phonetic training, immersive reading, and oral communication. The article reveals that teaching literary reading went beyond language skills – it aimed to shape students’ worldview and aesthetic sensibilities by engaging them with classical and contemporary texts of German and English literature. Curricula included works of famous writers, as well as geographical, historical, and everyday materials. The analysis also indicates that textbooks supported the development of literary reading through well-chosen texts and socio-cultural contexts. Curricula were structured to progressively increase reading complexity and promote independent work, particularly in the upper grades. The study hightlightes how Romanian educational policy influenced language instruction, adapting Western European trends to national standards. Teaching methods focused on live speech, phonological competence, memorization, and the integration of fiction to build linguistic, cultural, and ethical knowledge. Ultimately, the article concludes that literary reading was central to the foreign language teaching process in interwar Bukovyna, fostering not only linguistic proficiency but also intercultural understanding. The findings highlight historical trends and pedagogical tools that remain relevant for contemporary foreign language instruction.
ГОМЕНЮК et al. (Fri,) studied this question.