From Society to the Screen: Navigating Non-Binary Inclusion in the German-Language Classroom
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| Title: | From Society to the Screen: Navigating Non-Binary Inclusion in the German-Language Classroom |
|---|---|
| Language: | English |
| Authors: | Zach Ramon Fitzpatrick, Charlie Johnson, Susanne Rott |
| Source: | Unterrichtspraxis/Teaching German. 2025 58(2):240-249. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | German, Nouns, Language Usage, Sex Fairness, Language Acquisition |
| DOI: | 10.1111/tger.70024 |
| ISSN: | 0042-062X 1756-1221 |
| Abstract: | Unlike English, which has broadly adopted the singular they and uses gender-neutral nouns for people, German lacks widely used or officially accepted non-binary nouns and pronouns. As a result, most German language teaching materials continue to reflect a cisnormative binary gender system. Research has demonstrated that limiting teaching materials to the binary options (er, sie) leads to misgendering and marginalizes non-binary students. Language instructors, therefore, face the critical task of identifying inclusive linguistic forms (e.g., neopronouns, gender-inclusive nouns) that allow all students to express their identities and be respectfully addressed by others. Drawing on usage-based language acquisition theory, this paper outlines key challenges in developing authentic, gender-inclusive instructional materials. We propose a socio-pragmatic framework to support the meaningful integration of gender-inclusive language (GIL) into the beginning communicative curriculum. Additionally, we show how recent programming from German public broadcasters offers valuable resources for engaging students in discussions of non-binary identity and GIL use at intermediate and advanced levels. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1487814 |
| Database: | ERIC |
| Abstract: | Unlike English, which has broadly adopted the singular they and uses gender-neutral nouns for people, German lacks widely used or officially accepted non-binary nouns and pronouns. As a result, most German language teaching materials continue to reflect a cisnormative binary gender system. Research has demonstrated that limiting teaching materials to the binary options (er, sie) leads to misgendering and marginalizes non-binary students. Language instructors, therefore, face the critical task of identifying inclusive linguistic forms (e.g., neopronouns, gender-inclusive nouns) that allow all students to express their identities and be respectfully addressed by others. Drawing on usage-based language acquisition theory, this paper outlines key challenges in developing authentic, gender-inclusive instructional materials. We propose a socio-pragmatic framework to support the meaningful integration of gender-inclusive language (GIL) into the beginning communicative curriculum. Additionally, we show how recent programming from German public broadcasters offers valuable resources for engaging students in discussions of non-binary identity and GIL use at intermediate and advanced levels. |
|---|---|
| ISSN: | 0042-062X 1756-1221 |
| DOI: | 10.1111/tger.70024 |
