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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 0009-0006-6261-2071)
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
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  Data: A Comparative Analysis of Gender-Just Language in First-Year German Textbooks
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  Data: <searchLink fieldCode="AR" term="%22Lindsay+Preseau%22">Lindsay Preseau</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0006-6261-2071">0009-0006-6261-2071</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Unterrichtspraxis%2FTeaching+German%22"><i>Unterrichtspraxis/Teaching German</i></searchLink>. 2025 58(2):301-310.
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  Data: 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
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  Data: 10.1111/tger.70030
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– Name: Abstract
  Label: Abstract
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  Data: 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.
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        StartPage: 301
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      – SubjectFull: Second Language Learning
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      – SubjectFull: German
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      – SubjectFull: Language Usage
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      – SubjectFull: Gender Identity
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      – SubjectFull: Grammar
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