Inferentielle Lesestrategien als Grundlage der Mehrsprachigkeitsdidaktik

The importance of inferencing skills for reading comprehension, with special regard to foreign-language texts, is currently being discussed more intensively in multilingual didactics (see Bär 2009; Blühdorn & Foschi Albert 2012; Hufeisen & Marx 2014; Meißner 2007; Riehl 2014). The aim of this paper is to show how Italian students with low level of German language knowledge can get an overall understanding of texts in the target language by focussing on specific features of a text (e.g. the so-called macrostructure) or by using their multilingual skills (English and other foreign languages).