Who would doubt that language is an essential medium of all scriptural religions and that religious language skills are an essential goal of religious education? But in the face of societal transformation processes, religious language is increasingly becoming a foreign language, and religious language barriers or language barriers are becoming more and more common when it comes to questions of meaning and orientation. At the same time, the linguistic diversity in schools is growing, which is often recognized as a challenge, but so far has only rarely been taken up as an opportunity. Stimulating educational processes requires the ability to reflect and understand, which in turn cannot be thought without language skills. The present volume of the Yearbook for Religious Education attempts to clarify the question of language-sensitive religious instruction. With the help of the set impulses, language and understanding spaces in matters of religion can be opened up for today's children and young people, together with them ways of translating traditional theological language and current experiences and attitudes can be discovered.

The topic of this yearbook of religious education takes up a fundamental concern of religious didactics and at the same time a central challenge that arises from the current religious situation for religious education: the increasing individualization and pluralization of religion and religiosity, which is often regarded as a signature of our time. What exactly is to be understood by subject orientation in terms of religious didactics and school pedagogy? What understanding of the subject is assumed here? In which dimensions and aspects must the subject orientation be substantiated? Where can this actually succeed under today's conditions in practice? Such questions necessarily affect different views of religion and religiosity, but also of non-religious beliefs, since religious instruction according to today's understanding should by no means only be open to members of the church. The volume offers different possibilities of how a subject-oriented exploration of religion and religiosity can look like. Here, proven models such as correlation didactics and elementarization are put to the test and even less common ways are presented, for example of finding a form for religion in religious education and supporting religious language skills.

Who would doubt that language is an essential medium of all scriptural religions and that religious language skills are an essential goal of religious education? But in the face of societal transformation processes, religious language is increasingly becoming a foreign language, and religious language barriers or language barriers are becoming more and more common when it comes to questions of meaning and orientation. At the same time, the linguistic diversity in schools is growing, which is often recognized as a challenge, but so far has only rarely been taken up as an opportunity. Stimulating educational processes requires the ability to reflect and understand, which in turn cannot be thought without language skills. The present volume of the Yearbook for Religious Education attempts to clarify the question of language-sensitive religious instruction. With the help of the set impulses, language and understanding spaces in matters of religion can be opened up for today's children and young people, together with them ways of translating traditional theological language and current experiences and attitudes can be discovered.

The topic of this yearbook of religious education takes up a fundamental concern of religious didactics and at the same time a central challenge that arises from the current religious situation for religious education: the increasing individualization and pluralization of religion and religiosity, which is often regarded as a signature of our time. What exactly is to be understood by subject orientation in terms of religious didactics and school pedagogy? What understanding of the subject is assumed here? In which dimensions and aspects must the subject orientation be substantiated? Where can this actually succeed under today's conditions in practice? Such questions necessarily affect different views of religion and religiosity, but also of non-religious beliefs, since religious instruction according to today's understanding should by no means only be open to members of the church. The volume offers different possibilities of how a subject-oriented exploration of religion and religiosity can look like. Here, proven models such as correlation didactics and elementarization are put to the test and even less common ways are presented, for example of finding a form for religion in religious education and supporting religious language skills.