In 2019, the KMK declared linguistic education a central task of all subjects. This demand responds to multi-layered challenges – such as multilingualism or dealing with diversity. The linguistic dimension of historical learning has also gained...
mehr
Leibniz-Institut für Bildungsmedien | Georg-Eckert-Institut
Fernleihe:
keine Fernleihe
In 2019, the KMK declared linguistic education a central task of all subjects. This demand responds to multi-layered challenges – such as multilingualism or dealing with diversity. The linguistic dimension of historical learning has also gained importance in the didactic discourse on history with orientation on competences. Nevertheless, questions about the integration of linguistic and historical learning are still unresolved. Therefore, criticism is justified that the linguistic requirements in history teaching have so far been a hidden curriculum. In European language policy, on the other hand, curricular models are being discussed and reform processes are being stimulated in all subjects. The following article takes these reforms as an opportunity to analyze and systematize dimensions of the integration of language and subject learning in current history curricula. On the basis of this stocktaking, history didactics development needs in a process of educational reform and social change will be identified.
