Abstract
This article provides the conceptualization of a bilingually (German/Italian) and collaboratively held lecture of Inclusive Education in the context of the elementary teacher study course (master's level) at the Free University of Bolzano/Italy where qualification for an inclusive educational practice is obligatory for all students. Teacher education in this culturally diverse region is structured multilingually (German, Italian, Ladin), but with much of the study being separated by language. In the presented concept of a collaboratively held lecture, students are therefore specifically brought into a bilingual exchange, encouraged to reflexively process the inclusion-related professional experiences acquired in the internships and the cultural boundedness of knowledge which we discuss it in the light of teachers' professionalization theory.