Tatjana Leidig & Paulina Marnett - Selbsteinschätzung im inklusiven Englischunterricht unter besonderer Berücksichtigung des Förderschwerpunktes Emotionale und soziale Entwicklung

Abstract

Students with special needs in the areas of emotional and social development, inter alia, often have little confidence in their performance and difficulties in planning, monitoring and checking their work processes. This article presents options of self-evaluation, promoting language learning awareness and metacognition while focusing on primary school inclusive English teaching. The concepts of reflection talks as a routine at the end of a lesson, study tips focusing on learning strategies and self-evaluation forms focusing on learning contents are introduced and their usage, depending on the students' experience is illustrated.