A Comparative Analysis of Gender-Just Language in First-Year German Textbooks
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| Title: | A Comparative Analysis of Gender-Just Language in First-Year German Textbooks |
|---|---|
| Language: | English |
| Authors: | Lindsay Preseau (ORCID |
| Source: | Unterrichtspraxis/Teaching German. 2025 58(2):301-310. |
| 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 - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Second Language Learning, College Second Language Programs, German, Textbook Evaluation, Language Usage, Sex, Gender Identity, LGBTQ People, Inclusion, Form Classes (Languages), Grammar |
| DOI: | 10.1111/tger.70030 |
| ISSN: | 0042-062X 1756-1221 |
| Abstract: | This study analyzes the inclusion of binary and non-binary gender-just language in US first-year college German textbooks. The analysis covers eight textbooks, evaluating their use of gender-just forms such as the gender star and neopronouns, which explicitly represent non-binary positionalities, as well as "neutral" or binary gender-inclusive forms such as neutralization and the co-naming of masculine and feminine forms. Findings indicate significant variation in inclusivity, with most textbooks integrating binary inclusivity, some textbooks integrating non-binary inclusive language to some extent and only one predominantly using the generic masculine. Results suggest that while most textbooks incorporate gender-just language, linguistic inclusivity often remains binary and tokenistic. The study concludes that while available teaching materials do significantly incorporate gender-just language, holistic evaluation of gender-just language in context is necessary to support pedagogies of care for transgender and gender non-conforming students. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1487748 |
| Database: | ERIC |
| Abstract: | This study analyzes the inclusion of binary and non-binary gender-just language in US first-year college German textbooks. The analysis covers eight textbooks, evaluating their use of gender-just forms such as the gender star and neopronouns, which explicitly represent non-binary positionalities, as well as "neutral" or binary gender-inclusive forms such as neutralization and the co-naming of masculine and feminine forms. Findings indicate significant variation in inclusivity, with most textbooks integrating binary inclusivity, some textbooks integrating non-binary inclusive language to some extent and only one predominantly using the generic masculine. Results suggest that while most textbooks incorporate gender-just language, linguistic inclusivity often remains binary and tokenistic. The study concludes that while available teaching materials do significantly incorporate gender-just language, holistic evaluation of gender-just language in context is necessary to support pedagogies of care for transgender and gender non-conforming students. |
|---|---|
| ISSN: | 0042-062X 1756-1221 |
| DOI: | 10.1111/tger.70030 |
