Dissonanzen im Sprachenunterricht des österreichischen Schulwesens

Abstract

From the perspective of educational theory, the following article discusses questions of the organisation and design of language teaching in the Austrian school system. With the help of linguistic-critical analysis, forms of this teaching and its pedagogical design in the specific case of first language teaching, German teaching and the concept of educational language introduced for (subject) teaching in the sense of universal language education are examined, reflected upon and criticised. It concludes with an attempt to transcend these pedagogical issues, i.e. to look at their unrealised possibilities.