Grammar teaching in inclusive learning groups. A reconstructive analysis of subject-specific teaching

This article argues that the relationship between subject-related and social participation is of paramount importance for inclusion-oriented subject teaching research. Firstly, subject teaching is understood as a social practice that is characterised by a specific complexity of the temporal, social and subject-related dimensions of teaching. Secondly, it is assumed that enabling and hindering subject-related and social participation in the practice of teaching is one of the most central analytical attitudes of inclusion-oriented subject teaching research. This is exemplified by empirical analyses of grammar lessons using the methodology of the documentary method.