摘要：There can no longer be any doubt that linguistic and cultural diversity have become an important prerequisite in foreign language learning and teaching all over the world. This also holds true for presentday school settings in urban spaces in Germany, where roughly a third of all children have a migration background and grow up with more than one language (see, e.g., Elsner 2010: 99). The aims of foreign language instruction consequently have become more diverse, i.e., in addition to communicative skills in the foreign languages taught, plurilingual competencies as well as metalinguistic and language learning awareness have recently gained more and more in importance.
