| Opomba: | TITLE: Gender-Sensitive Language in GFL-Teaching: Attitudes of Slovenian Teachers and Some Guidelines for Teaching \
ABSTRACT: Gender-sensitive language use has been a hot topic in recent years, both in the German media and in education. This article recognizes gender as a social category, the consideration of which is reflected in the diverse possibilities of gender-sensitive language in German. The latter has also found its way into GFL-textbooks, although it is rarely addressed directly. The results of a quantitative survey of Slovenian grammar school GFL-teachers show that the majority familiarize their learners with at least one form of gender-sensitive language use, even if a much smaller proportion actually use such forms. When teachers do use gender-sensitive forms of language, they usually make extensive use of both. They consider the classroom treatment of the topic to be somewhat more important than the consistent use of gender-sensitive language forms in the Slovenian school system, which, according to a minority, is not yet “mature” enough for this, and that the use of gender-sensitive language also impairs the readability (comprehensibility) of the text. The topic can be integrated into lessons by comparing different texts (e.g. a “female” with a “male” advertisement), through a project to create a dictionary for gender-sensitive language, drama-pedagogically through the staging of Critical Incidents, exploratively through a project to ask learners about their gender-(un)sensitive use of language in everyday life, interdisciplinarily through a debate on current media practices (e.g. she/her), and contrastively by encouraging reflection on (first-)language levels on which gender roles, power are reflected. \
KEYWORDS: GFL-lessons, gender-sensitive language use, teachers’ attitudes, GFL-textbooks |
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