Abstract
One of the most frequently used grammatical structures to express national stereotypes in German is the sentence pattern X [NGr Nom] ist [Vfin] Y [ADJGr]. Within the framework of linguistic research on stereotypes this structure has been described in great detail so that its syntactic, semantic, and socio-pragmatic dimensions are known rather well. Results of the SMiK-project confirm the important role this pattern plays in expressing stereotypes. As to grammar teaching at school, however, this grammatical structure is rarely discussed in textbooks and, assumingly, in classrooms. This paper presents an approach to make this structure a subject of classroom discussion. The approach is based on a didactic concept of “critical grammar” in German lessons and aims at making school students aware that explicit knowledge about grammatical structures is not only (if at all) knowledge about linguistic categories for the purpose of filing language into scientific regulations or rules but an instrument to discover and to elucidate “pictures in our heads”.
Highlights
One of the most frequently used grammatical structures to express national stereotypes in German is the sentence pattern X [NGr Nom] ist [Vfin] Y [ADJGr]
Denn Konzepte eines „Kritischen Grammatikunterrichts“ sind im Rahmen der Geschichte des Deutschunterrichts durchaus schon entwickelt worden; der Ansatz steht insofern in der Tradition des Faches
Eine didaktisch-methodische „Schrittfolge“ der Kritischen Grammatik ist im Rahmen des SMiKProjekts bereits als konkrete Operationalisierung diskutiert worden (cf Kilian 2015); ein didaktisch-methodischer Dreischritt konturiert die aus Sensibilisierung, Reflexion und Kritik bestehende Struktur (cf Heinz/Baunsgaard Koll 2016, in diesem Heft)
Summary
One of the most frequently used grammatical structures to express national stereotypes in German is the sentence pattern X [NGr Nom] ist [Vfin] Y [ADJGr]. Diese Art der Sprachreflexion mit Bezug auf grammatische Phänomene (in der Regel Wortarten und Satzglieder) dominiert, soweit dies bekannt ist, den Grammatikunterricht im Deutschunterricht; und sie dominiert auch die Grammatik-Einheiten in Schulbüchern (cf Klotz 2007; Ossner 2007a).
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