Ein geheimer Lehrplan? Sprachliche Bildung und narrative Kompetenz in curricularen Sicht- und Sinnstrukturen.

Autor/in	Handro, Saskia
Titel	Ein geheimer Lehrplan? Sprachliche Bildung und narrative Kompetenz in curricularen Sicht- und Sinnstrukturen.
Quelle	In: Zeitschrift für Geschichtsdidaktik, 20 (2021) 1, S. 69-89Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Anmerkungen; Illustration 1
Sprache	deutsch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1610-5982; 2196-8292
DOI	10.13109/zfgd.2021.20.1.69
Schlagwörter	Bildungsreform; Curriculum; Sprache; Sprachunterricht; Mehrsprachigkeit; Geschichtsunterricht; Vielfalt; Europa
Abstract	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.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2022/2