Inklusion im Fremdsprachenunterricht an weiterführenden Schulen

Abstract

Both as a head teacher and as the editor of the journal Inklusion (“Inclusion”), the author is extensively involved in finding ways of maximizing the potential of learners with special needs. In her contribution, she describes the very disparate conditions at German secondary schools, many of which suffer, first and foremost, from a lack of workable schemes and professional knowledge for putting inclusive foreign language teaching successfully into practice. In discussing the structural, organisational and personnel-related challenges, however, she does not neglect the limits and the risks faced by teachers and learners on the road to making the foreign language classroom more inclusive.