Foreign Language Pedagogy (Fremdsprachendidaktik) ca. 1970-2000: Context of and milestones in the development of an emerging academic field in (Western) Germany

Abstract

This chapter traces the genesis of foreign language teaching and learning pedagogy (Fremdsprachendidaktik) as an academic discipline in (Western) Germany between 1945 and 2000 with a focus on the decades between 1970 and 1990. The focus is on English language pedagogy, since this (sub-)discipline in many regards led the way and because it was the largest sector. Against the backdrop of the historical context (section 2), it shows how this development can be considered a crucial step in the recent history of language teaching research and theoretization. Strategic and structural milestones as well as the discussion of key ideas in this process are presented in section 3 in the context of the institutionalization of foreign language education disciplines. This process had started with the establishment of distinct professorships for modern language pedagogy, that is French and English, at the so-called Universities of Education (Pädagogische Hochschulen) after 1945. Using English language education, the largest subdiscpline, as an example, this chapter shows how the academic identity of a rather young field developed in post-WWII (Western) Germany. The theory-practice-relationship as well as the dialogue with so-called referential disciplines can be identified as main factors that have played a decisive role in this process. The paper continues this line of argument into the 1990s and 2000s in a closing section (4) with a brief overview of new horizons in the development in the field.