DEI Corner

Members of the DEI Commitee (Chiann Tsui, Carlos Burse, and Kelsey White) held a meet-and-greet with fellow AATG members at ACTFL 2022 in Boston, MA.

A few DEI Committee members were fortunate enough to attend the ACTFL Conference in Boston this past November, and they participated in various sessions. Many of those sessions–both German- and non-language-specific– acknowledged the importance of having diverse, equitable, inclusive and accessible classroom practices and materials. While the following list is by no means exhaustive, it offers a sampling of sessions that addressed DEI-related concerns at ACTFL this year. Please reach out to the presenters directly for further information.

Alle für Alle: Supporting LGBT+ Students in the Language Classroom - Mariah Ligas (Antietam MSHS, PA), Ben Fisher-Rodriguez (Bothell HS, WA), Alysha Holmquist-Posner (Enumclaw HS, WA)

After presenting information about gender identities and expressions, sexual orientation, and preferred pronouns, Mariah Ligas, Ben FisherRodriguez, and Alysha Holmquist-Posner approached their presentation from three different angles. In teacher preparation, presenters recommended reflection on how materials may reproduce cis- and heteronormative experiences, how different identities interplay with gender and sexuality in the target culture, and what microagressions one might expect from students or parents/guardians. They then advocated for creating more inclusive learning experiences through the meaningful incorporation of authentic materials that show LGBT-people from their own perspective throughout the curriculum (and not just as an appendix). Finally, they promoted allyship in the classroom and beyond, by modeling appropriate behavior and language use, pursuing personal edification, and creating safe spaces in the classroom as well in extra-curricular settings.

Approaches to Diversifying the German Curriculum: German Music & Culture - Juliane Schicker (Carleton College, MN)

Dr. Juliane Schicker shared her progress on adjusting the syllabus of an English-language survey course on German culture and music to reflect more than a historically white, cis-male canon. Dr. Schicker described how taking a thematic rather than chronological approach to the syllabus has allowed her to focus on centering marginalized voices and avoiding tokenization, while also affording space for not-yet canonical texts to stand in direct conversation with canonical texts. Furthermore, Dr. Schicker shared how she has changed the language in her course expectations and modified assessment types and grading to be more inviting to all students. Lastly, Dr. Schicker presented specific examples of lessons and texts that she uses in her course, illustrating the changes that she has made and continues to make as the course evolves.

Casting a wider net: Reaching and supporting neurodiverse learners - Stephanie Krause (McLean School, MD) and Wesley Wood (Bullis School, MD)

Stephanie Krause and Wesley Wood presented an overview of different diagnoses that fall under the “neurodivergent umbrella,” and they offered classroom strategies to reach and support all learners. Among other things, they discussed strategies for community building, classroom management, building executive function, and communicating with all parties, including the learner. The presenters also discussed the difference between universal design for learning, differentiated instruction, and traditional thinking. Moreover, Ms. Krause and Mr. Wood provided suggestions for tech and non-tech tools in the classroom, as well as a list of resources for further information on neurodiversity.

Diversity and Differentiation via Children and Youth Literature - Angelika Becker (Carmel HS, IN) and Charlene Heinzman (Northwestern HS, IN)

Angelika Becker and Charlene Heinzman introduced different primary source materials that can be used at various proficiency levels for German language learners. Ms. Becker and Ms. Heinzman presented a poem and a German reader that can be used with novice learners (Verschieden aber zufrieden, by Günter Strohbach and Der Brief, by Theresa Marrama, respectively), a German children’s book that can be used at the intermediate level (Meine Oma lebt in Afrika, by Annelies Schwarz), and a short story that can be used at the intermediate-advanced level (Schischyphusch oder der Kellner meines Onkels, by Wolfgang Borchert). Among other things, the materials presented can be used to encourage learners to engage more deeply with cultural similarities and differences; concepts of perception, acceptance, and identity on the personal, sociocultural, and national level; and disabilities and the treatment of persons with disabilities in the past and present.

From Documentaries to Protest Footage: Critical Media Literacy in L2 German - Jeanne Schueller (University of Wisconsin-Madison), Margaret Strair (Bryn Mawr College, PA), Helga Schrenkenberger (University of Vermont), Bridget Levine-West (University of Vermont)

Although this panel was not specifically centered on DEI issues, Dr. Jeanne Schueller presented on Mädchenseele: Critical Media Literacy and Inclusive Pedagogy in the Language Classroom. She first provided background and resources on the documentary Mädchenseele (Anne Scheschonk, 2017) which portrays the lives of a seven year-old trans girl and her mother. Dr. Schueller then described the ways she works with her students on a critical film analysis, and provided information about gender identity, gender expression, and inclusive pedagogy.

Gender-inclusive Language in the German Classroom - Julie Shi (undergraduate student at Emory University, GA), Daniel Walter (Emory University, Oxford College), Julie Feldhaus (University of Massachusetts-Amherst)

In a session organized and moderated by Dr. Joerg Meindl (Lebanon Valley College, PA), Julie Shi and Dr. Daniel Walter presented Beyond Xier: Usage of neopronouns by German speakers on Twitter. The results from their research project showed that over a four-week period, non-binary Twitter users referred to themselves with they/them pronouns more frequently than with other options, such as xier and dey/deren. They also discussed language change and implications for teaching. Dr. Julie Feldhaus described a diversity unit in a 6th-semester STEM course in German. As one example, she showed how gender in language can impact business contexts, such as in the case of job applications. She provided pros and cons of gender-neutral versus gender-inclusive language and illustrated ways to avoid gendered linguistic constructions.

Representing Disability in the Language Curriculum - Maria Datel (Boston University)

In her presentation, Dr. Maria Datel discussed disability through the framework of decolonization. She began with a brief historical overview of the differences in perception regarding people with disabilities in indigenous, pre-colonial civilizations and Eurocentric contexts. Dr. Datel then emphasized the need to decolonize language curricula by questioning structures of knowledge favoring Eurocentric views and their impact on the lives of people with disabilities, and to consider how race, class, gender, sexuality and citizenship intersect with the concept of disability. In addition, Dr. Datel addressed the need to normalize differences, center the perspectives of people with disabilities in the classroom, and to represent disability as a form of identity. To make the classroom accessible and inclusive for all learners, Dr. Datel also discussed the importance of universal design for learning, including utilizing multiple modalities for assignments and giving students choice when completing assessments. Finally, Dr. Datel stressed the importance of setting the same high standards for all learners to ensure that all are treated with equal respect.

Why it matters: Black social justice movements in Austria and Switzerland - Karin Baumgartner (University of Utah) and Amanda Scheffer (Catholic University of America, DC)

Dr. Karin Baumgartner presented Robert Dublers M—--köpfe – die Rassismusdebatte in der Schweiz. She showed how she used materials in a thirdyear course to first explore stereotypes and actual demographics of Switzerland’s population and to teach the history and connotations of the word “Mor”/”Mohr”. This background knowledge allowed students to discuss reactions to a tweet which called for the renaming of products with names that are rooted in racism. Dr. Amanda Scheffer spoke about racism in Austria, and discussed how the problems are different than in Germany or the US due to a unique historical context. She provided examples of materials from the Black Lives Matter movement and leading activists to help bring awareness of issues and actions in Austria.

Creating a safer space: AATG’s diverse & inclusive materials for 2022 - Natalie Eppelsheimer (Middlebury College, VT), Amanda Randall (St. Olaf College, MN), Paul García (University of Kansas, retired), Michael McCloskey (Bunker Hill MS, NJ)

Drs. Natalie Eppelsheimer, Amanda Scheller, and Paul García shared their work with the 2021/22 workgroup Creating Safe(r) Spaces. Dr. Scheller introduced the AATG’s GETMAPP resource folder available for free to all members and non-members. Dr. García introduced materials that reflect more diverse family constellations than typically found in German instructional textbooks, as well as materials that explore the diversity of culture in Austria through food offered at the Viennese Naschmarkt. Dr. Eppelsheimer shared materials developed to examine Karneval through the lens of cultural appropriation and appreciation, as well Zivilcourage in contemporary contexts. Dr. Eppelsheimer also introduced materials outlining the newly revamped Buchstabiertafel, which uses as reference different cities instead of personal names, removing inherent bias embedded within the usage of the previously selected names.