Queer auf Deutsch: Positive classroom environment and LGBTQ+ inclusion through drama-based pedagogy in a collegiate beginner German course

Devon Donohue-Bergeler; Dakota  Hanka; Callum Goulet

doi:10.33178/scenario.17.2.8

Autori

Devon Donohue-Bergeler The University of Texas at San Antonio https://orcid.org/0000-0001-6699-6574
Dakota Hanka The University of Texas at Austin
Callum Goulet

DOI:

https://doi.org/10.33178/scenario.17.2.8

Parole chiave:

classroom environment, inclusion, LGBTQ, drama-based pedagogy, critical pedagogy, classroom research, undergraduate research, German, foreign language education

Abstract

In this report, we retrospectively explore the effects of drama-based pedagogy on classroom environment and LGBTQ+ inclusion in a first-semester collegiate German course. We examined students’ self-reported perceptions of their learning experience in English, as well as gendered language production in German. Our retroactive analysis suggests that pedagogical decisions and activities rooted in drama-based pedagogy contributed to creating a safe and inclusive classroom that encouraged LGBTQ+ students to express parts of their queer identities in the target language.

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