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Language education is still in search of ways to integrate a diversity orientation into its curriculum, materials and language teacher development. This article assumes that both neurodiversity and critical foreign language didactics are characterized by their political momentum and the claim to raise awareness for criticality and diversity among learners and teachers. After discussing relevant constructs for critical foreign language didactics (critical literacy, critical pedagogy, critical discourse competence), these are put into perspective in relation to teaching that is sensitive regarding diversity. Critical language education and neurodiversity are then finally discussed in relation to the requirements (and constraints) of language teacher education and with regard to necessary future research. [ABSTRACT FROM AUTHOR]