Migration, multilingualism, and inclusion are hotly debated keywords in the current political and social discourse, serving as the impetus for the conference of the same name held from November 5 to 7, 2015, at Johannes Gutenberg University Mainz. Eleven contributors discuss in this anthology the pedagogical and didactic implications of these topics, as well as the challenges they pose for society, the education system, and teachers.

In contrast to the intense political engagement with the issues of inclusion and migration, there is an urgent need to intensify research interest from a subject-specific and foreign language didactic perspective—both in Romance studies and in other philological fields. Foreign language didactics should highlight practical standards and criteria so that experienced teachers, as well as young and future educators, are prepared for the new challenges arising in foreign language classrooms with multilingual students.

This anthology engages in an interdisciplinary dialogue with its contributions: The first part of the volume examines the topic primarily from educational policy, legal, and higher education didactic perspectives, while the second part presents various examples of good teaching practice and explores ways to ideally understand teaching and learning in the context of migration and multilingualism, taking into account cultural diversity and the demands of inclusion.