Work

From Society to the Screen: Navigating Non‐Binary Inclusion in the German‐Language Classroom

Year: 2025

Type: article

Abstract: 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.

Source: Die Unterrichtspraxis/Teaching German

DOI: 10.1111/tger.70024

Authors: Zach Ramon Fitzpatrick, Charlie Johnson, Susanne Rott

Institutions: University of Wisconsin–Madison, University of Illinois Chicago

Language: English

Topic: Gender Studies in Language

Subfield: Gender Studies

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities, Gender equality

Open Access status: hybrid

Estimated APC paid: $2,900