Abstract
Knowing English in countries with a different majority language becomes more and more important due to the increasing presence of English in every day life. It is, therefore, also very important to have basic English skills for societal inclusion. This study gives an insight into teachers’ experiences in inclusive classrooms and their teaching of English as a foreign language through the use of musical learning activities. The results of this research project are based on semi-structured interviewes conducted in rural parts of Germany. The purpose of this study was to find out how teachers used music as learning activities in order to support the foreign language acquisition of students and to promote inclusion within their classrooms. The main results which emerged from the study are that teachers do not only perceive music to be very helpful for their students foreign language acquisition but also perceive it as supporting inclusive factors and creating a feeling of belonging and affiliation among their students. It was found that students are perceived to learn more and actively use the language as music is an activity they enjoy. Key words: inclusion, English as a foreign language, education, music, learning activities