Inclusive EFL working glossary
Working definitions with English terms, German equivalents and short EFL examples. Use them to describe a situation precisely and examine assumptions about learners.
These are contextual working definitions, not diagnostic categories. Start with a term, read its example and formulate your own classroom example.
@ | A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z | Alle
A
Accessibility / ZugänglichkeitWhether learners can perceive, navigate and use the material and interaction. A communication system or accessible format may need to remain available; access is not a reward for independence. Course working definition; planning reference: CAST UDL Guidelines and QUA-LiS Supportsysteme. Apply critically to your context. | |
B
Barrier / BarriereA feature of the task, environment or interaction that may obstruct participation in this situation. Describe it precisely: several written instructions may hide an otherwise accessible oral task. This is a hypothesis to investigate, not a diagnosis. Course working definition; planning reference: CAST UDL Guidelines and QUA-LiS Supportsysteme. Apply critically to your context. | |
D
Differentiation / DifferenzierungPlanned variation in the process, support, task or intended outcome in response to learners and context. Specify whether the same language goal is retained or an individual goal is different. Course working definition; planning reference: CAST UDL Guidelines and QUA-LiS Supportsysteme. Apply critically to your context. | |
I
Inclusion / InklusionDesigning conditions in which learners can access learning and participate meaningfully. In an EFL task, ask who can understand the options, make a choice and communicate it. Presence in the same room alone does not answer these questions. Course working definition; planning reference: CAST UDL Guidelines and QUA-LiS Supportsysteme. Apply critically to your context. | |
L
Learner agency / MitgestaltungOpportunities to make consequential choices and influence learning. Choosing a mascot is meaningful only if the learner’s own choice, rather than the partner’s assumption, determines the message. Course working definition; planning reference: CAST UDL Guidelines and QUA-LiS Supportsysteme. Apply critically to your context. | |
Learning evidence / LernnachweisAn observation suited to the stated goal. Selecting the correct animal after hearing its name can show receptive understanding; it does not by itself show independent spoken production. Course working definition; planning reference: CAST UDL Guidelines and QUA-LiS Supportsysteme. Apply critically to your context. | |
P
Participation / TeilhabeTaking a meaningful part in the shared activity. For example, a child chooses the mascot and communicates the choice through an accessible route. The teacher checks whose decision is being expressed. Course working definition; planning reference: CAST UDL Guidelines and QUA-LiS Supportsysteme. Apply critically to your context. | |
S
Scaffolding / LernunterstützungSupport for a task the learner cannot yet manage independently. A demonstrated first turn or phrase strip can be adjusted as competence grows. Ask what evidence would justify reducing a prompt. Course working definition; planning reference: CAST UDL Guidelines and QUA-LiS Supportsysteme. Apply critically to your context. | |