Lesestrategien im inklusiven Französisch- und Spanischunterricht

<q:p>Whereas language learning strategies are considered as an integral part of a learneroriented foreign language classroom, the opportunities and limitations of strategy use in inclusive settings have been less discussed so far, especially where reading (and writing) strategies are concerned. The article offers some insights into four groups of neurodivergent French and Spanish language learners in an inclusive setting at different German comprehensive schools. In these highly heterogeneous classrooms, students with and without learning disabilities and other individual dispositions such as dyslexia, ADHD and autism learn together in open and interactive learning environments. The analysis of lessons with a focus on reading comprehension, students’ notes on reading tasks and their learning journals reveal an enormous range of individual reading and compensatory strategies. Moreover, not only does the data show the importance of cognitive and metacognitive strategies for empowering students to deal with simple and complex reading tasks in the foreign language classroom, but also of social and affective learning strategies.</q:p>