This article has three objectives. It summarises foreign language teaching research in Ger-many from 2009 to 2020 in the field of inclusion before evaluating it with regard to its implications for the design of inclusive foreign language teaching. Finally, it concludes by identifying further research desiderata. While the potential of foreign language teaching for inclusive and participatory educational processes is often presented in a positivistic way in theoretical works, the challenges of methodological design, (multi-)professionai work of teachers and organisational constraints are often reported in empirical contributions to thwart effective implementation. This empirical research, moreover, reveals small case numbers, limited numbers of intervention or reconstructive studies, and rarely describes complex research designs. To date, neither the possibilities of individual, competence-, learning-, and talent-oriented assessment instruments, nor digital media or the use of textbooks and teaching materials have been comprehensively researched.