Kompetenzen von Lehrkräften zur Förderung von Streitkultur im Fremdsprachenunterricht

<vf:p>Fostering a culture of constructive debate constitutes a vital part of language education, both in view of overarching goals described in educational frameworks and curricula, and in light of current developments in academic discourse. This paper sets out to explore which competences teachers require to facilitate negotiation processes in class and to support learners in engaging with contentious issues and divergent viewpoints. First, we outline the concept of such a culture of constructive debate and situate it within the context of foreign language pedagogy. Building on this foundation, we delineate and systematise foreign language teachers’ competences needed to initiate, moderate, and reflect on classroom discussions. Furthermore, we argue that these competences must be accompanied by teachers’ self-critical reflection on their roles and rationales for lesson planning, and underpinned by a set of pedagogical principles.</vf:p>