Lindl, Alfred; Maas, Sophie K.
30.09.2026
Lindl, Alfred; Maas, Sophie K. (2026). Aktuelle Handlungsfelder der alt-sprachlichen Fachdidaktik: Sprachsensibilität, Bildung für nachhaltige Entwicklung, künstliche Intelligenz und Kernpraktiken. Ars docendi, 28, settembre 2026.
The article by Alfred Lindl (University of Hildesheim) and Sophie K. Maas (University of Göttingen) examines four current fields of action in classical language education: (1) language sensitivity, multilingualism and vocabulary, (2) education for sustainable development, (3) digitalisation and artificial intelligence, and (4) teacher professionalisation through core practices. For each field, the article outlines relevant debates in subject-specific pedagogy, existing approaches, and current research gaps.
The discussion shows that these areas are closely interconnected and that their further development requires both interdisciplinary cooperation and stronger empirical foundations. Particular attention is given to the question of how the traditions and specific features of classical language education can be linked to contemporary social, technological, and educational-policy demands. The article concludes by outlining perspectives for future research, instructional development, and teacher education.
The article by Alfred Lindl (University of Hildesheim) and Sophie K. Maas (University of Göttingen) examines four current fields of action in classical language education: (1) language sensitivity, multilingualism and vocabulary, (2) education for sustainable development, (3) digitalisation and artificial intelligence, and (4) teacher professionalisation through core practices. For each field, the article outlines relevant debates in subject-specific pedagogy, existing approaches, and current research gaps.
The discussion shows that these areas are closely interconnected and that their further development requires both interdisciplinary cooperation and stronger empirical foundations. Particular attention is given to the question of how the traditions and specific features of classical language education can be linked to contemporary social, technological, and educational-policy demands. The article concludes by outlining perspectives for future research, instructional development, and teacher education.