While in the school subject of history, ready knowledge has been placed more in the background and higher-order thinking skills are stimulated, grammar didactics in the school subject of Dutch has been dominated for decades by mnemonics, step-by-step plans and grammar exercises aimed at the correct answer. Pupils in secondary education are hardly challenged to reason linguistically. However, in the globalizing world of the 21st century, higher-order thinking skills, such as linguistic reasoning, are playing an increasingly important role.

Based on the model of linguistic reasoning (Van Boxtel & Van Drie, 2008; 2013), Dielemans & Coppen (2021) created a framework for linguistic reasoning, see this article.