Kritische Einsprachigkeitsdidaktik als kasuistischer Ansatz für die Lehrkräftebildung

Abstract

The article develops the approach of ‚critical monolingualism didactics‘ as a casuistic teaching-learning format for university teacher education. It is based on the critical commitment to use specific cases of pedagogical practice to ask about the conditions for the maintenance of monolingualism as a hegemonic language concept through which educationally relevant exclusions and inclusions of speakers are supposedly legitimized. The starting point is an empirical-reconstructive casework that is strongly oriented towards subjectivization-theoretical (subject) teaching research and educational research critical of linguicism. To this end, theoretical and methodological references are outlined and already reconstructed micro-practices of the production of monolingualism are presented as an empirical basis before a concrete proposal for seminar practice is made. Finally, open empirical questions of critical monolingualism didactics are compiled and the benefit for the development of (second) language didactics that is critical of linguicism is discussed.