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Gendergerechte Sprache beim Dolmetschen : eine Interventionsstudie zur Entwicklung der gendergerechten Sprachkompetenz bei fortgeschrittenen DaF-Lernenden

Laura Robaey (UGent) , Sofie Decock (UGent) and Jelena Vranjes (UGent)
(2025) UNTERRICHTSPRAXIS-TEACHING GERMAN. 58(2). p.196-210
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Abstract
This study examines the impact of targeted training on gender-neutral language use in real-time oral language production among advanced learners of German as a foreign language (DaF). Within the context of a specialized master's program in interpreting (German-Dutch), students were given an interpreting task to produce spoken language. Using a controlled experiment with an experimental and a control group, the present study examines accuracy and fluency in the use of gender-neutral language during the interpretation for a non-binary person. A fixed script with linguistic challenges was employed to prompt students to apply gender-neutral strategies in both languages. The results reveal that the experimental group, trained in gender-fair language, exhibited lower and less impactful error rates compared to the control group, whose errors were predominantly related to misgendering. Although disfluencies were initially higher in the experimental group, these decreased over time. These findings highlight the importance of tailored didactics in fostering inclusive linguistic strategies in learners’ foreign language use and addressing the cognitive challenges associated with these innovative linguistic forms.
Keywords
gender-inclusive language, gender identity, DaF-Unterricht, interpreter training, multilingualism, TASK COMPLEXITY, LANGUAGE, 2ND-LANGUAGE, DUTCH

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Citation

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MLA
Robaey, Laura, et al. “Gendergerechte Sprache Beim Dolmetschen : Eine Interventionsstudie Zur Entwicklung Der Gendergerechten Sprachkompetenz Bei Fortgeschrittenen DaF-Lernenden.” UNTERRICHTSPRAXIS-TEACHING GERMAN, vol. 58, no. 2, 2025, pp. 196–210, doi:10.1111/tger.70033.
APA
Robaey, L., Decock, S., & Vranjes, J. (2025). Gendergerechte Sprache beim Dolmetschen : eine Interventionsstudie zur Entwicklung der gendergerechten Sprachkompetenz bei fortgeschrittenen DaF-Lernenden. UNTERRICHTSPRAXIS-TEACHING GERMAN, 58(2), 196–210. https://doi.org/10.1111/tger.70033
Chicago author-date
Robaey, Laura, Sofie Decock, and Jelena Vranjes. 2025. “Gendergerechte Sprache Beim Dolmetschen : Eine Interventionsstudie Zur Entwicklung Der Gendergerechten Sprachkompetenz Bei Fortgeschrittenen DaF-Lernenden.” UNTERRICHTSPRAXIS-TEACHING GERMAN 58 (2): 196–210. https://doi.org/10.1111/tger.70033.
Chicago author-date (all authors)
Robaey, Laura, Sofie Decock, and Jelena Vranjes. 2025. “Gendergerechte Sprache Beim Dolmetschen : Eine Interventionsstudie Zur Entwicklung Der Gendergerechten Sprachkompetenz Bei Fortgeschrittenen DaF-Lernenden.” UNTERRICHTSPRAXIS-TEACHING GERMAN 58 (2): 196–210. doi:10.1111/tger.70033.
Vancouver
1.
Robaey L, Decock S, Vranjes J. Gendergerechte Sprache beim Dolmetschen : eine Interventionsstudie zur Entwicklung der gendergerechten Sprachkompetenz bei fortgeschrittenen DaF-Lernenden. UNTERRICHTSPRAXIS-TEACHING GERMAN. 2025;58(2):196–210.
IEEE
[1]
L. Robaey, S. Decock, and J. Vranjes, “Gendergerechte Sprache beim Dolmetschen : eine Interventionsstudie zur Entwicklung der gendergerechten Sprachkompetenz bei fortgeschrittenen DaF-Lernenden,” UNTERRICHTSPRAXIS-TEACHING GERMAN, vol. 58, no. 2, pp. 196–210, 2025.
@article{01K4PPRV2SAWKZ306820GZYPTP,
  abstract     = {{This study examines the impact of targeted training on gender-neutral language use in real-time oral language production among advanced learners of German as a foreign language (DaF). Within the context of a specialized master's program in interpreting (German-Dutch), students were given an interpreting task to produce spoken language. Using a controlled experiment with an experimental and a control group, the present study examines accuracy and fluency in the use of gender-neutral language during the interpretation for a non-binary person. A fixed script with linguistic challenges was employed to prompt students to apply gender-neutral strategies in both languages. The results reveal that the experimental group, trained in gender-fair language, exhibited lower and less impactful error rates compared to the control group, whose errors were predominantly related to misgendering. Although disfluencies were initially higher in the experimental group, these decreased over time. These findings highlight the importance of tailored didactics in fostering inclusive linguistic strategies in learners’ foreign language use and addressing the cognitive challenges associated with these innovative linguistic forms.}},
  author       = {{Robaey, Laura and Decock, Sofie and Vranjes, Jelena}},
  issn         = {{0042-062X}},
  journal      = {{UNTERRICHTSPRAXIS-TEACHING GERMAN}},
  keywords     = {{gender-inclusive language,gender identity,DaF-Unterricht,interpreter training,multilingualism,TASK COMPLEXITY,LANGUAGE,2ND-LANGUAGE,DUTCH}},
  language     = {{ger}},
  number       = {{2}},
  pages        = {{196--210}},
  title        = {{Gendergerechte Sprache beim Dolmetschen : eine Interventionsstudie zur Entwicklung der gendergerechten Sprachkompetenz bei fortgeschrittenen DaF-Lernenden}},
  url          = {{http://doi.org/10.1111/tger.70033}},
  volume       = {{58}},
  year         = {{2025}},
}
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