Unterrichtspraxis-Teaching German最新文献

{"title":"A Book Review for the Future? On Maia Kobabe's Memoir Genderqueer—Eine Nichtbinäre Autobiografie (2019, published in German 2024)","authors":"Elizabeth Schoppelrei","doi":"10.1111/tger.70023","DOIUrl":"https://doi.org/10.1111/tger.70023","url":null,"abstract":"","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"58 2","pages":"315-316"},"PeriodicalIF":0.3,"publicationDate":"2025-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145385137","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":"Die deutsche Sprache queeren. Zur geschlechtergerechten Sprachpraxis im Hochschulkontext (2025)","authors":"Theresa Schenker","doi":"10.1111/tger.70027","DOIUrl":"https://doi.org/10.1111/tger.70027","url":null,"abstract":"","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"58 2","pages":"313-314"},"PeriodicalIF":0.3,"publicationDate":"2025-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145385113","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":"Within the They/sie Slash","authors":"Elizabeth Schoppelrei","doi":"10.1111/tger.70019","DOIUrl":"https://doi.org/10.1111/tger.70019","url":null,"abstract":"","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"58 2","pages":"287-289"},"PeriodicalIF":0.3,"publicationDate":"2025-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145385152","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":"To Gender or Not to Gender?: Strategies for Teaching Gender-Inclusive Language in the L2 German Classroom","authors":"Anne Wooten","doi":"10.1111/tger.70021","DOIUrl":"https://doi.org/10.1111/tger.70021","url":null,"abstract":"<p>The lack of consensus about gender-inclusive language (GIL) in German poses growing challenges for English-speaking German as a foreign language (L2 German) students and instructors. Whereas students often struggle to convey the same gender sensitivity that is generally available in English into their second language (L2), instructors are equally under-resourced about how to instruct students about various GIL discourses. This article provides a praxis-oriented solution to begin to remedy the growing disparity in North American L2 German classrooms. It first highlights general issues surrounding GIL in the L2 German classroom, such as the generic masculine form and the lack of consensus about gender stars, colons, and pair forms among native speakers. It then suggests three guidelines for the instructor to support GIL in the classroom: (i) to rely on authentic materials, (ii) to design the class as a “language problem” that students solve, and (iii) to provide the learner with scaffolded, inductive support. Last, it provides a sample lesson that applies the three guidelines, which can serve as a basis for other German lessons that aim to teach GIL, as well as to provide support for other inclusive lessons for L2 classrooms that work within the framework of highly gendered languages.</p>","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"58 2","pages":"221-227"},"PeriodicalIF":0.3,"publicationDate":"2025-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tger.70021","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145385151","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":"Heinz Oder Monika? Er Oder Sie? The Importance of Inclusive Language in the L2 German Classroom","authors":"Marie L. Jensen","doi":"10.1111/tger.70022","DOIUrl":"https://doi.org/10.1111/tger.70022","url":null,"abstract":"<p>In the United States, numerous world language programs face criticism by being labeled as useless and inferior, resulting in curriculum and funding cuts. Despite defending their practicality, showing how vital skills are acquired through participation in these courses, many programs’ efforts often fall short in conveying the essential role of world language education to students. Similarly, transgender and non-binary students are under attack as seen with anti-LGBTQ+ curriculum laws. Studies show that emphasizing student-driven curriculum, which prioritizes student interests and needs, allows students to interact with and utilize materials on topics that matter to them. German courses can establish a safe and inclusive environment for transgender and non-binary students by showing how supporting gender identity manifests linguistically and culturally in German-speaking countries. This approach illustrates the connection between the language and culture as well as to a crucial aspect of their identity, resulting in a reciprocal investment between students and the world language. Just as world language programs strive to justify their societal worth, recognizing and supporting trans and non-binary students in the classroom is integral, not only for justifying world language's importance and improving enrollment but for creating an inclusive and comprehensive learning environment for all students.</p>","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"58 2","pages":"294-297"},"PeriodicalIF":0.3,"publicationDate":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tger.70022","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145385141","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":"Redoing Linguistic Worlds: Unmaking Gender Binaries, Remaking Gender Pluralities By Kris Aric Knisely and Eric Louis Russell (eds.), Bristol, UK:Multilingual Matters, 2024. 272 pp. $49.95 (hardcover). ISBN: 978-1-80041-508-9","authors":"Lieselotte Sippel","doi":"10.1111/tger.70018","DOIUrl":"https://doi.org/10.1111/tger.70018","url":null,"abstract":"&lt;p&gt;This paper reviews the volume &lt;i&gt;Redoing Linguistic Worlds: Unmaking Gender Binaries, Remaking Gender Pluralities&lt;/i&gt;, edited by Kris Aric Knisely and Eric Louis Russell. The volume examines gender-inclusive language both in language teaching contexts and in the broader world. The languages of focus are French, German, Italian, and Spanish. The volume consists of 10 chapters, distributed across four parts: Part 1 is a general introduction, Part 2 focuses on gender-inclusive language in classroom settings, and Parts 3 and 4 consider language and gendering in the broader world. This review focuses on Part 2, with a special emphasis on Chapters 3 and 4, which provide concrete applications for the German language classroom. These chapters are relevant for various language levels, including elementary through advanced German classes in both K-12 settings and postsecondary contexts.&lt;/p&gt;&lt;p&gt;Chapter 3, written by the authors of the open-access online curriculum &lt;i&gt;Grenzenlos Deutsch&lt;/i&gt; (Gallagher, Pfleger, Djavadghazaryans, Abel, &amp; Stewart) demonstrates how educators can move beyond gender binaries typically found in German textbooks. Their online curriculum was motivated by a frustration with the heteronormativity and cis-normativity of existing materials available to German teachers, and by a desire to create a more welcoming and inclusive environment for nonbinary and genderqueer students taking German classes. For instance, the presentation of only binary pronouns (i.e., &lt;i&gt;er&lt;/i&gt; and &lt;i&gt;sie&lt;/i&gt;) in teaching materials is a major concern because it forces learners to align themselves with either a feminine or a masculine referent, essentially erasing the gender identity of nonbinary students. To address this issue, the authors have incorporated the neopronoun &lt;i&gt;xier&lt;/i&gt; as well as the English import word &lt;i&gt;they&lt;/i&gt; into &lt;i&gt;Grenzenlos Deutsch&lt;/i&gt;. These nonbinary pronouns are introduced from the very beginning and used consistently after the initial introduction. Importantly, &lt;i&gt;Grenzenlos Deutsch&lt;/i&gt; also discusses the challenges that come with using these pronouns in German and acknowledges that they are not widely used or even comprehensible to the majority of the population, which is critical information for learners of German. To that end, the curriculum links to the &lt;i&gt;Trans in Deutschland&lt;/i&gt; Tumblr page on “Geschlechtsneutrale Sprache/Gender-neutral language.” a useful resource for German learners and educators. Apart from personal pronouns, another major concern in German are nouns that describe people since they are generally gendered (e.g., &lt;i&gt;der Student&lt;/i&gt; and &lt;i&gt;die Studentin&lt;/i&gt; in the singular, or &lt;i&gt;die Studenten&lt;/i&gt; and &lt;i&gt;die Studentinnen&lt;/i&gt; in the plural). The authors discuss alternative forms instructors can introduce in their classrooms, such as &lt;i&gt;Student&lt;/i&gt;*&lt;i&gt;innen&lt;/i&gt;, &lt;i&gt;Student&lt;/i&gt;_&lt;i&gt;innen&lt;/i&gt;, and &lt;i&gt;Studierende&lt;/i&gt;. The authors also provide some brief but critical tips for German educators. For instance, they ","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"58 2","pages":"311-312"},"PeriodicalIF":0.3,"publicationDate":"2025-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tger.70018","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145385117","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":"Ensuring Program Success during Difficult Times: A Descriptive Case Study and Actionable Recommendations","authors":"Sabine H. Smith","doi":"10.1111/tger.70014","DOIUrl":"https://doi.org/10.1111/tger.70014","url":null,"abstract":"<div>\u0000 \u0000 <p>Challenges to German Studies in the United States have been well documented and include questions of disciplinary mission and program viability. Existential threats stem from declining enrollments and increasing demands on faculty to sustain programs that require expanded expertise, opportunities, and networks. Calls for disciplinary transformation advocate for comprehensive curricular changes. However, some German Studies programs may need smaller-scale interventions for immediate implementation as recommended, for example, by AATG and other associations. Examining, as a case study, the trajectory of resourcefulness and resilience in the German Studies program at Kennesaw State University, a public R2 institution in Georgia, the author reports on successful, scalable initiatives over a 10-year period (2014–2024). The report details the strategic pursuit of mutually beneficial partnerships within and beyond the institution, addressing faculty performance expectations and inevitable overload in view of institutional mandates for program survival and success. Recommendations include that faculty collaborate within and beyond their field to leverage team-led efforts in teaching, service, and research projects; engage with feeder schools and peer institutions, internal and external stakeholders, and adopt high-impact practices to develop undergraduates’ transferable skills and career-relevant experiences. The report concludes by proposing three objectives and subordinate goals and action steps for potential adaptation.</p>\u0000 </div>","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"58 1","pages":"3-12"},"PeriodicalIF":0.6,"publicationDate":"2025-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144574227","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":"Multimodal Interaction of L2 Learners at Extracurricular Learning Sites: Exploring the Dynamics of Smartphone-Guided Engagement","authors":"Tanja Fohr","doi":"10.1111/tger.70016","DOIUrl":"https://doi.org/10.1111/tger.70016","url":null,"abstract":"<p>This article focuses on the multimodal support of L2 education when learners visit extracurricular learning sites. As part of a design-based research project, a team of students, cooperative partners, and the researcher developed an educational game using Actionbound to enhance on-site cultural and language education. The aim of this paper is to document and analyze the multimodal interplay between the context and the behavior of B1-level L2 German language learners, as guided by digital stimuli during a scavenger hunt. The analysis of the multimodal interplay offers insight into the potential for culturally and linguistically adapted learning support. A corpus of video, photo, and audio recordings is utilized to analyze the multimodal interaction of L2 learners (<i>n</i> = 7; July 2024) as they engaged with the application. The case study of one learning group (<i>n</i> = 3; aged 15, 16, and 17 years) at the secondary school level illustrates how the context of the combined virtual and physical sites is perceived by the learners and to what extent the tasks within this context contribute to linguistic and cultural learning.</p>","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"58 1","pages":"80-93"},"PeriodicalIF":0.6,"publicationDate":"2025-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tger.70016","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144573847","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":"Beyond “Standard Language”: Investigating L2 Learners’ Perceptions of Language Use by Native Speakers of German","authors":"Nick Ott","doi":"10.1111/tger.70015","DOIUrl":"https://doi.org/10.1111/tger.70015","url":null,"abstract":"<p>Second language acquisition (SLA) research emphasizes the role of imagination in language learning, with learners often envisioning themselves engaging with native speakers. However, learners’ language preferences may differ from those of native-speaker communities. For example, while regional language is used in native-speaker communities to express identity and group affiliation, L2 learners may overlook its social importance. This exploratory study examined how sojourning L2 learners (<i>n</i> = 8) perceived the use of so-called “standard language” when directed at them by their German native-speaker peers at three timepoints during their sojourn. Results from Wilcoxon signed-rank tests showed no significant differences in sojourners’ preference toward standard language. To deepen the interpretation of results, qualitative data explored a shift in the directionality of sojourners’ average perception under the dimension related to their L2 German proficiency. Taken together, these findings suggest learners’ preferences may challenge conventions present in native-speaker communities as well as the goal of speaking “like a native speaker.” Implications emphasize the need for learners to critically reflect on classroom language versus real-world use, which in turn, also encourages students to develop realistic expectations, value diverse linguistic identities, and ultimately reduces pressure to conform to native-speaker norms.</p>","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"58 1","pages":"68-79"},"PeriodicalIF":0.6,"publicationDate":"2025-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tger.70015","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144573313","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":"Teaching an Advanced German Course Through the Lens of Soccer","authors":"Lieselotte Sippel","doi":"10.1111/tger.70013","DOIUrl":"https://doi.org/10.1111/tger.70013","url":null,"abstract":"<p>This article explores how soccer can be used as a lens to teach about German history, culture, and society. I outline three sample modules for an advanced German course at the high school or college level: The first module focuses on soccer in German history, the second on sexism and LGBTQ-related topics in soccer, and the third on soccer and racism. I present a variety of authentic materials for the German classroom, ranging from songs and short articles to documentaries, feature films, and books. This article is theoretically motivated by the interaction approach, which emphasizes the importance of input, interaction, and output for successful second language acquisition. I discuss how educators can create a language-rich environment through authentic soccer-related materials, and I demonstrate how these materials can be used to design class activities and assessments that promote interaction, discussion, and output in the German classroom.</p>","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"58 1","pages":"31-38"},"PeriodicalIF":0.6,"publicationDate":"2025-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tger.70013","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144574245","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}