Unterrichtspraxis-Teaching German最新文献

{"title":"Netzwerk neu A1 (2025)","authors":"Stefan Lessmann","doi":"10.1111/tger.70046","DOIUrl":"https://doi.org/10.1111/tger.70046","url":null,"abstract":"","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"59 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2026-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146154750","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Common Ground: Second Language Acquisition Theory Goes to the Classroom (2022)","authors":"Kathryn Sederberg","doi":"10.1111/tger.70044","DOIUrl":"https://doi.org/10.1111/tger.70044","url":null,"abstract":"","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"59 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2025-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145750773","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Preschool Immersion Pedagogy: A Practical Guide for Teachers and Administrators","authors":"Juliane Schicker,&nbsp;Celia Vander Ploeg Fallon","doi":"10.1111/tger.70043","DOIUrl":"https://doi.org/10.1111/tger.70043","url":null,"abstract":"<div>\u0000 \u0000 <p>Immersion education has been surging in the United States, with a focus on bilingual programs and continued interest in total immersion approaches, especially for early learners. To this day, however, there are few pre- and during-service training opportunities or degree programs specialized in preschool, additive, total immersion pedagogy. In consultation with the directors and teachers of the <i>Kinderstube</i> German Immersion Preschool in Minnesota, USA, this article offers an accessible, short, and user-friendly pedagogical resource that teachers and administrators can use for training and informational purposes, including communication with parents. It distills research findings on total, additive immersion for the preschool age, translates them into workable pedagogical suggestions, and offers practical approaches to working with young children in the immersion classroom. The article strengthens the position of preschool immersion educators as they are more than just preschool teachers, more than just knowledge and skills facilitators, and more than just language instructors. The recommendations focus on preschool-aged children in the immersion environment but can be used for older learners and the non-immersion second language classroom as well.</p>\u0000 </div>","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"59 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2025-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145619376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Impuls Deutsch 1: Intercultural, Interdisciplinary, Interactive (2nd Ed.) (2025)","authors":"Wouter van Staveren","doi":"10.1111/tger.70040","DOIUrl":"https://doi.org/10.1111/tger.70040","url":null,"abstract":"","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"59 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2025-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145619203","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Gender-Just Language and the Politics of Language as a Topic in an Advanced College German Course","authors":"Meagan K. Tripp","doi":"10.1111/tger.70039","DOIUrl":"https://doi.org/10.1111/tger.70039","url":null,"abstract":"<div>\u0000 \u0000 <p>Beginning in the first semester, it is important to affirm students’ gender identities and also provide level-appropriate information about pronouns and gender-inclusive language, including the current cultural contexts. As students take advanced courses, incorporating topics that address gender diversity provides opportunities for them to develop the ability to understand and engage in conversations around current issues and events as well as to develop a more nuanced understanding of the limitations and politics of language. This article discusses some of the current practices and debates around gender inclusive language and presents a unit within an advanced college German course for students beyond the fourth semester. The unit incorporated authentic texts from a variety of media, including the unplanned but impactful inclusion of videos featuring the trans joy of Kim de l'Horizon's winning of the German book prize, to engage students in examining the ways gender-just language is used, celebrated, challenged, and discussed in different contexts with particular attention to debates and trends within school and university contexts. It outlines strategies for engaging students with a variety of media and increasing their conceptual understanding around the topic while working on linguistic structures for expressing opinions while maintaining a trans- and nonbinary-affirming environment.</p>\u0000 </div>","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"58 2","pages":"277-286"},"PeriodicalIF":0.3,"publicationDate":"2025-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145385006","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Gender-Conscious Language in Easy-to-Read German and L2 German Classrooms: Insights From a Case Study on Epicenes","authors":"Aylin Braunewell,&nbsp;Christin Schütze","doi":"10.1111/tger.70036","DOIUrl":"https://doi.org/10.1111/tger.70036","url":null,"abstract":"<p>Language should be inclusive. This implies that it should be accessible for as many people as possible. The concept of easy-to-read language (<i>Leichte Sprache</i>, LS) developed for this purpose and primarily for people with learning difficulties is beneficial for L2 learners of German as well. Inclusive language also entails the aspect of acknowledging gender diversity: people of each gender should be represented in the language. These two approaches are often presented as incompatible in German, and common forms of gender-conscious linguistic realizations of human reference are deemed irreconcilable with the rules of LS. However, there is a lack of empirical findings, especially on epicene nouns, which have one grammatical gender regardless of the referent's social gender (e.g., <i>die Lehrkraft</i>_FEM “the teaching person”). Based on a study in which users of easy-to-read language evaluated nouns for personal reference in terms of the subjective perception of intelligibility, comprehension, and referential effect, partly collecting individual preferences, the present paper offers empirically informed impulses for language practitioners striving for inclusive, applicable communication strategies, focusing on the high potential of epicenes as gender-inclusive person nouns.</p>","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"58 2","pages":"266-276"},"PeriodicalIF":0.3,"publicationDate":"2025-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tger.70036","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145385089","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"YOU GO GIRL! Expand Your Communicative Repertoire and Knowledge of Non-Binary and Transgender Language and Culture in German","authors":"Vance Schaefer,&nbsp;Tamara Warhol,&nbsp;Kai F. Wash","doi":"10.1111/tger.70037","DOIUrl":"https://doi.org/10.1111/tger.70037","url":null,"abstract":"<div>\u0000 \u0000 <p>The speech styles of young German speakers in entertainment and social media employ slang, English, and jargon for current social issues including LGBTQIA+ sexuality: <i>geil, krass, Alter</i> or <i>queer, Yaas Queen, coming-out</i> or <i>gendern, pansexuell, nichtbinär</i>. A communicative repertoire + allyship approach involves teaching a wide-ranging communicative repertoire of speech styles (e.g., LGBTQIA+, gender, neurodivergence) and encourages learners of German as an Additional Language to be active stakeholders in expanding their desired speech styles and styleshifting skills to express their identities, relationships, stances, and more. Using the EXposure process adjustable to various proficiencies/contexts, learners build on EXplicit knowledge; EXamine short intense language samples, EXperience longer samples (e.g., extensive listening/reading), EXperiment using newly learned language/concepts, and EXplore social issues of being non-binary and transgender and language usage/culture. Using this approach, learners examine scenes from <i>Queer Eye Germany</i> to learn language about life skills (e.g., cooking, grooming) while being exposed to LGBTQIA+ members and language usage. Learners also translate and/or roleplay scenes from English-language LGBTQIA+ shows while adapting their English speech style(s) into German, create an advertising campaign appealing to non-binary and transgender individuals, conduct guest speaker interviews, answer surveys on (desired) identity and language usage (e.g., preferred pronouns, gendered nouns), and other activities. The final outcome is that learners are generally more aware of the forms and functions of various speech styles, in particular non-binary and transgender styles, and potential issues surrounding their (non)usage.</p>\u0000 </div>","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"58 2","pages":"259-265"},"PeriodicalIF":0.3,"publicationDate":"2025-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145385046","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mizou—AI Chatbot (Version: Spring 2025) by Mizou AI. Free option with limited features for individuals; $14.90/month for individuals; $19.90/month for teams. www.mizou.com","authors":"Ute Hoefel","doi":"10.1111/tger.70035","DOIUrl":"https://doi.org/10.1111/tger.70035","url":null,"abstract":"","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"59 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2025-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145625592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Between and Beyond Er|Sie: Trans and Non-Binary Identities in the L2 German Classroom","authors":"Katherine Kerschen,&nbsp;Claire E. Scott,&nbsp;Daniel Walter","doi":"10.1111/tger.70038","DOIUrl":"https://doi.org/10.1111/tger.70038","url":null,"abstract":"&lt;p&gt;German culture is currently in conflict over &lt;i&gt;Gendern&lt;/i&gt;, which Gallagher (&lt;span&gt;2025&lt;/span&gt;) defines as “the creative use and modification of the language to be more inclusive of women, queer, and nonbinary people,” and the German language itself has been placed front and center of the debate. What does this mean for us as teachers of German language and culture, for our classrooms, and our language use?&lt;/p&gt;&lt;p&gt;Maybe it is best to start with our understanding of what language is and is not. When encouraging students to memorize vocabulary and conjugate verbs, language may start to feel stable and concrete. However, language is not a static, singularly codified symbolic system performed uniformly by “native” speakers as is sometimes reflected in teaching and reference materials. These materials, as well as the ideologies about language they espouse, defer to a dominant variety of language that has a certain level of prestige, that is, the so-called “Standard” language; in our case, “Hochdeutsch.” However, any German textbook, dictionary, or grammar captures just a still frame of a language in time and just a subset of mostly preferred usages from the vibrant diversity actually in use. The codification and prestige allotted to this particular still frame inevitably lead to the view that there is a “correct” version of German, which is highly influenced by dominant and majority cultural beliefs.&lt;/p&gt;&lt;p&gt;In reality, language is a complex, dynamic system that emerges out of communicative needs, historical processes, and cognitive processing played out in the interactions of millions of speakers—first-language and second-language speakers alike. As humans, we have a relatively narrow timespan in relation to the languages we use, so it is easy to mistakenly understand language as something unchanging. &lt;i&gt;Gendern&lt;/i&gt;, then, is but one example of language changing to meet new communicative needs.&lt;/p&gt;&lt;p&gt;As language teachers, it is all too easy to be misled by the prescriptive nature of our profession and the tools we use in the classroom. However, we argue through this thematic issue that this view is not only incorrect but also dangerous, as it propagates false understandings of language and language change and removes authority and agency from our students and from ourselves. In some instances, the German language, as prescriptively portrayed in teaching and learning materials, may mimic what German speakers do with the language to a large degree. In other instances, however, prescriptive language may differ significantly from how the language is used by its speakers in varying cultural and communicative contexts.&lt;/p&gt;&lt;p&gt;Of relevance for this thematic issue are the linguistic changes that have arisen to fulfill the need of speakers whose identities expand and defy the gender binary. Gender is grammatically encoded quite thoroughly in German, acting as a self-reinforcing mechanism. However, grammatical gender-assignment in German, as it relates to soci","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"58 2","pages":"169-174"},"PeriodicalIF":0.3,"publicationDate":"2025-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tger.70038","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145385071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Gender-Inclusive Language Instruction in the German Classroom","authors":"Alex M. Paul","doi":"10.1111/tger.70034","DOIUrl":"https://doi.org/10.1111/tger.70034","url":null,"abstract":"<p>With the ever-changing social and linguistic landscape, it is the responsibility of educators to create a learning environment that is respectful of all identities and relevant to the ongoing changes. It is important to recognize the challenges faced by transgender and gender-expansive learners, who often endure harassment leading to diminished educational performance and mental health struggles. Educators are responsible for emphasizing the essential role of gender-inclusive language in fostering a safer and more inclusive learning environment. This is achieved through the evolving use of gender-inclusive language in German, as well as in other world languages, and encompasses the adoption of neopronouns and alternative linguistic adaptations. Educators must modify prompts, presentations, and educational materials to promote inclusivity, which underlines the normalization of such language changes. The language educators use in their classrooms truly saves lives. When students feel safe, they are more likely to attend school and continue taking classes with educators who create and maintain that safe space. This article discusses the issues surrounding transgender and gender-expansive learners, the current changes in the German-speaking world, and how to effectively implement them in the Deutsch als Fremdsprache classroom.</p>","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"58 2","pages":"228-239"},"PeriodicalIF":0.3,"publicationDate":"2025-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tger.70034","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145385147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}