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This paper aims to explore the mentally represented and linguistically bound concepts of Europe of young learners. Special attention is not given to the declarative and school generated knowledge about the EU, but rather to the lexical-semantic knowledge of the learners, which is activated at the lexical impulse {euro[pa/ä]} as part of a concept in the mental lexicon. It aims to find out which knowledge elements learners link with the lexical impulse and which dispositions and pre-concepts the learners have when it comes to Europe in the school context, in educational media or in everyday teaching-learning-situations. Therefore, concept maps are used as a survey instrument and evaluated using a corpus-linguistic approach.

Exploring the relationship between language and Europe from a cognitive-linguistic perspective using Concept Maps