The multilingualism in Luxembourg with its three official languages Luxembourgish, German and French is of great particularity for the consideration of the questions of this symposium. The local specificity of multilingualism is an essential element of the everyday experience of the citizens of Luxembourg, which is also reflected in the educational system where it sets specific framework conditions. The fact that Luxembourg is also the country with the highest percentage of schoolchildren with migration background within the EU (STATEC, 2020), and that many children lack proficiency in school languages (SCRIPT & EMACS, 2014; Ugen & Fischbach, 2017) highlights the particular demands placed on inclusion efforts. Language as a particular asset of Luxembourgish culture becomes a central agent in the way inclusion is discussed and conceptualized. Looking at Luxembourg thus ensures sensitivity to the fact that the tensions between globality and locality are not explicated solely between nations and transgovernmental institutions, but that the proposition of collective solutions and homogenization necessarily encounter highly variable conditions that need to be visibly recognized and acknowledged. The talk will first present the specifics of Luxembourg's landscapes of inclusion and contextualize them with experiences from international project work on inclusion - including insights into divergent understandings and challenges of inclusion. By looking at materials for teaching mathematics at the primary level, it will be determined how the specifics of the Luxembourg school system are reflected in this medium and what assistance the internationally developed instrument of the criteria catalog could provide in order to uncover gaps in the material and, in addition, to raise awareness of the specifics of local understandings of inclusion. All in all, the view on Luxembourg and the specifics of the firmly anchored multilingualism shows the limits of the drive towards integration and homogenization and confronts the emergence of collective solutions with the need for a deeper reflection of local preconditions. In this context, it is possible to reflect on how the specificity of multilingualism in a partner country has helped shape common - or differentiated - understandings of inclusion in an international project. Additionally, it is important to review the preconditions for the applicability of an internationally developed tool to the nationally and locally very specific preconditions and conglomerations of inclusion-related as well as digital challenges. The main question then is what preconditions collective solutions must have in order to be applicable on the ground at all – without ignoring local particularities.

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