Teaching the Writing of Historical Narrations as an Instrument in Inclusive Learning Settings : Designing Culture- and Language-Sensitive History Lessons Through a Genre-Based Cycle, Bridging Foreign Language Teaching and Inclusive Education
Based on a broad concept of inclusion, this paper discusses the importance of language-sensitive history teaching and the practical implementation of language support. Using the genre cycle as a method to promote the deconstruction and reconstruction of historical narratives, students should further develop their narrative skills. By using the genre cycle, students should develop their competence in different text genres of historical learning.
Ausgehend von einem umfassenden Inklusionskonzept wird in diesem Beitrag die Bedeutung eines sprachsensiblen Geschichtsunterrichts und die praktische Umsetzung der Sprachförderung erörtert. Mit Hilfe des Gattungszyklus als Methode zur Förderung der Dekonstruktion und Rekonstruktion historischer Erzählungen sollen die Schülerinnen und Schüler ihre Erzählkompetenz weiterentwickeln. Durch den Einsatz des Gattungszyklus sollen sie ihre Kompetenz in verschiedenen Textgattungen des historischen Lernens entwickeln.
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T!H
- Faculty of Arts and Humanities; Department of History; Didactics of History
- University of Cologne; Departement of History; Department of Didactics of History and Public History
- University of Potsdam; Faculty of Philosophy; Chair of Classical Philology
- University of Murcia; Faculty of Education; Department of Didactics of Mathematics and Social Sciences
- Social Sciences Education Research Group (PHZH)
- Kiel University Publishing
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