Potential und Grenzen der griechisch-lateinisch-basierten Grammatikkonzeption im schulisch gesteuerten Spracherwerb

The paper proposes a critical reconstruction of (parts of) the system of presuppositions that are inherent in the notion of "grammar", in ordinary language, and in technical linguistic language. Language teaching at school needs a thorough rethink of the analytic tools in use – the more so since the reality in the classroom is a multilingual one involving typologically different languages. The treatment of language at school needs categories that can be applied for language comparison, for reflection on linguistic structure, and for efficient teaching and learning. The basic distinction in the curriculum of "mother tongue education" vs. "foreign language teaching" misses the facts of today’s school reality. The traditional, "canonical", notions of "grammar", of word classes and of morphology are biased in various respects. These notions often fail to provide a clear insight into linguistic structure, and they tend to mislead pupils in their efforts to understand language. This state of affairs requires a re-thinking of categories and reflection on the aims that the analytic linguistic tools are meant to achieve – to the benefit of both linguistic knowledge and didactic applicability.