Individuelle Lernwege in heterogenen Lerngruppen durch Szenario-Methodik und Binnendifferenzierung gestalten (am Beispiel des Projekts DaZ-Online in mehrsprachigen Klassen im Kanton Bern, Schweiz)
Designing Individual Learning Pathways in Heterogeneous Groups through Scenario-Based Methodology and Differentiation (Using the Example of the Project “DaZ Online in Multilingual Classes” in the Canton of Bern, Switzerland)

Summary/Abstract: The article discusses how scenario-based methodology and differentiated instruction can create individualized learning pathways in heterogeneous, multilingual classrooms. Using the project DaZ-Online in multilingual classes at the University of Teacher Education Bern as an example, it illustrates how language acquisition and communicative competence can be fostered through authentic, interactive, and learner-centered digital environments. The combination of scenario-based tasks and differentiation strategies allows teachers to support students’ linguistic and cognitive development at their individual levels. The study also highlights co-constructive learning processes and the role of linguistic diversity as a pedagogical resource for inclusion and motivation in digital and face-to-face DaZ teaching. Practical examples demonstrate how individualization can be realized through task variation, flexible grouping, and language awarenessactivities that integrate both dialect and standard German.

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