Unterrichtspraxis-Teaching German最新文献

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 Kinderstube 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.

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.

The speech styles of young German speakers in entertainment and social media employ slang, English, and jargon for current social issues including LGBTQIA+ sexuality: geil, krass, Alter or queer, Yaas Queen, coming-out or gendern, pansexuell, nichtbinär. 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 Queer Eye Germany 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.

This study examines the impact of targeted training on gender-neutral language use in real-time oral language production among advanced learners of German as a foreign language (DaF). Within the context of a specialized master's program in interpreting (German-Dutch), students were given an interpreting task to produce spoken language. Using a controlled experiment with an experimental and a control group, the present study examines accuracy and fluency in the use of gender-neutral language during the interpretation for a non-binary person. A fixed script with linguistic challenges was employed to prompt students to apply gender-neutral strategies in both languages. The results reveal that the experimental group, trained in gender-fair language, exhibited lower and less impactful error rates compared to the control group, whose errors were predominantly related to misgendering. Although disfluencies were initially higher in the experimental group, these decreased over time. These findings highlight the importance of tailored didactics in fostering inclusive linguistic strategies in learners’ foreign language use and addressing the cognitive challenges associated with these innovative linguistic forms.

Die vorliegende Studie untersucht die Auswirkungen eines gezielten Trainings auf den genderneutralen Sprachgebrauch in der mündlichen Sprachproduktion bei fortgeschrittenen DaF-Lernenden. Im Rahmen eines spezialisierten Masterstudiengangs Dolmetschen (Deutsch-Niederländisch) wurde den Studierenden eine Dolmetschaufgabe zur Produktion gesprochener Sprache zugewiesen. Mit einem kontrollierten Experiment, das eine Experimental- und eine Kontrollgruppe umfasste, wurden die Genauigkeit und die Sprechflüssigkeit beim Dolmetschen für eine nicht-binäre Person untersucht. Ein festes Skript mit sprachlichen Herausforderungen veranlasste die Studierenden, genderneutrale Strategien in beiden Sprachen anzuwenden. Die Ergebnisse zeigen, dass die Experimentalgruppe, die in gendergerechter Sprache geschult wurde, niedrigere und weniger schwerwiegende Fehlerquoten aufwies im Vergleich zur Kontrollgruppe, deren Fehler hauptsächlich auf Misgendering zurückzuführen waren. Obwohl die Störungen im Sprachfluss anfangs in der Experimentalgruppe höher waren, nahmen diese mit der Zeit ab. Die Ergebnisse unterstreichen die Bedeutung einer expliziten Didaktisierung zur Förderung inklusiver Handlungsoptionen in der Fremdsprache und zur Überwindung der kognitiven Herausforderungen, die mit diesen innovativen sprachlichen Formen verbunden sind.