„Sicher ist, dass nichts sicher ist. Selbst Sprachbildung nicht.“

Unsicherheit als Dimension in der linguizismuskritischen Lehrkräftebildung für Sprachbildung in schulischer Inklusion

Abstract

This paper discusses how uncertainties influence the professional practices of teachers within inclusive language education processes. Drawing on exemplary studies, it illustrates that the intersection of language education, multilingualism, and inclusion often generates conflicting demands that pose complex challenges for teachers. The findings suggest that teacher education informed by critical perspectives on linguicism should conceptualize uncertainty as a moment for reflection and address it within professional development efforts, in order to provide teachers with guidance in navigating linguistic diversity.