LEAD Graduate School & Research Network

Benjamin Siegmund

Research Interest

I am highly interested in the following set of questions: What roles do language and education play in the production and reproduction of social disparities? How can teaching be improved in respect of both language and subject learning? How can German lessons promote language skills that are needed for successful science teaching? And how can schools and teaching be organized and arranged in order to reduce social disparities? Given the ever-growing number of refugees and the demographic change, these questions seem to become even more urgent in the foreseeable future – for reasons of social justice, participation, and integration as well as for economic reasons. I think that interdisciplinary approaches and cooperation programs like LEAD are necessary in order to provide answers to these challenging questions. The interdisciplinary communication within LEAD broadens my own knowledge and is very interesting in terms of study design and method transfer. I think, that my doctoral project will profit from interdisciplinary feedback and the diverse perspectives of the LEAD members.

Curriculum Vitae

From 2019
Trainee Teacher ('Referendar')

Faust-Gymnasium Staufen im Breisgau

Research Assistant

at the Chair for German linguistics / German as a second language, Eberhard Karls University Tübingen

Since 10/2015
Doctoral Candidate

at the Faculty of Humanities, Eberhard Karls University Tübingen and associated doctoral candidate at the LEAD Graduate School

Academic Student

Eberhard Karls University Tübingen


in German studies and Geography (Staatsexamen)

Scholarship holder of Cusanuswerk

by the German Bishops’ Conference and the German Federal Ministry of Education and Research

Teaching Internship

Theodor-Heuss-Gymnasium Aalen

Bachelor of Arts

in German Studies and Cultural Studies (Empirische Kulturwissenschaft)

Student Tutor for Culture Theories

at Ludwig-Uhland-Institut für Empirische Kulturwissenschaft (Tübingen)

Studies abroad

Humanities at Universitat Pompeu Fabra, Barcelona

Staff member

of the radio station of the University Tübingen


  • Siegmund, B. (2019). Womöglich/vermutlich könnte/muss es so gewesen sein. Epistemische Modalität im Geschichtsunterricht. In: A. Burkhard und K. Peuschel: Sprachliche Bildung und DaZ in den geistes- und gesellschaftswissenschaftlichen Fächern. Tübingen: Narr Francke Attempto, S. 133-141.
  • Siegmund, B. (2019). Sprachliche Hürden im Geschichtsunterricht aus linguistischer Perspektive. In: C. Bertram & A. Kolpatzik: Sprachsensibler Geschichtsunterricht. Von der Theorie über die Empirie zur Pragmatik. Frankfurt/M.: Wochenschau Verlag, S. 51-63.
  • Siegmund, B. (2017). Bildungssprache fördern. Grundlagen, Beispiele und Hilfen für den Fachunterricht. Schulmagazin 5-10, 3/2017, S. 11-14.