Bilingualer Geschichtsunterricht in Deutschland und Frankreich: ein Beitrag zu einem europäischen Geschichtsbewusstsein im Kontext der deutschfranzösischen Kulturbeziehungen seit 1945?

Abstract : In 2013, France and Germany are celebrating the fiftieth anniversary of the Élysée Treaty. This bilateral treaty, signed on 22 January 1963 by the President of the French Republic Charles de Gaulle and the German Chancellor Conrad Adenauer, sealed an exceptional partnership between France and Germany in the field of education. Following the treaty in 1969, the first bilingual French-German classes were established in German and French high schools. The students had to improve their knowledge of the French or German language in order to create new elite for a common Europe built as a third power in the context of the Cold War. The concept of Content and Language Integrated Learning (= CLIL) spread rapidly from the 1990s onwards following the Maastricht contract. Today, it is highly valued in the context of European language policy in order to promote "multilingualism". In France, the international sections were set up in 1981 and the European sections in 1992. France and Germany were the first to create a double diploma, the "AbiBac", created in 1994, enables the students to pass the German and the French Secondary School examination simultaneously. The priority is to develop intercultural skills through the reciprocal knowledge of the two cultures. The thesis aims at a comparison and evaluation of the didactic added value of bilingual education in France and Germany and deals the following questions: To what extent does bilingual teaching add value to the student's historical knowledge and skills? Can we observe an acquisition of a Franco-German and/or European competence? For this, we use the German concept of "historical consciousness" ("Geschichtsbewusstsein") as a heuristic instrument and place it in a European perspective. In the first part of this thesis, we present the development of this cooperation in the historical and cultural context of the Franco-German cooperation. The second part deals with the daily teaching practice and die the cross cultural potential of history teaching as CLIL. Thus, we note that bilingual education enables young people to orient themselves in European contexts by using their specific historical knowledge and skills acquired in school, provided that the education is based on close cooperation between the actors of the two countries. The interdisciplinary and intercultural approach of this project, the association of university research and practical experience in High-schools are the keys of this thesis
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Theses
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http://docnum.univ-lorraine.fr/ulprive/DDOC_T_2018_0264_FLUCKE.pdf
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https://hal.univ-lorraine.fr/tel-02109892
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Submitted on : Thursday, April 25, 2019 - 10:34:31 AM
Last modification on : Friday, April 26, 2019 - 1:35:36 AM

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Franziska Flucke. Bilingualer Geschichtsunterricht in Deutschland und Frankreich: ein Beitrag zu einem europäischen Geschichtsbewusstsein im Kontext der deutschfranzösischen Kulturbeziehungen seit 1945?. Sociology. Université de Lorraine; Universität-Gesamthochschule (Siegen, Allemagne), 2018. German. ⟨NNT : 2018LORR0264⟩. ⟨tel-02109892⟩

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