Link, Corinna: Conceptual Enrichment as an Additional Value of Bilingual Education? - Terms, Concepts, Perspectives

A specific potential of bilingual history teaching for historical learning can be seen in the particularly reflective way bilingually taught students deal with intercultural controversy. A divided past can appear interculturally controversial from two linguistically conceived and culturally conditioned perspectives. Using imperialism as an example, historical-cultural differences between the German and the English concepts can be demonstrated by textbook analysis. They form the basis for a comparative questionnaire study, which investigates whether bilingually, monolingually and regularly taught students perceive cultural concepts to different degrees, can differentiate between them and deal with them in a coordinating way.