Töne, Texte, Toleranz: Ein Vergleich von Lehrplänen für Chinesisch in der Sekundarstufe

Abstract

As each federal state of Germany has its own education system, more than one curriculum for Chinese language instruction at German secondary schools is being developed. The three most extensive curricula for Chinese analyzed in this paper show different emphasis on linguistic, regional and intercultural competence. As language teaching in general is dominated by the teaching of cognate languages, most deficits can be found concerning the systematic teaching of Chinese characters, the bias between spoken and written language as well as cultural specifics of Chinese communication.