Moin, Servus or Grüezi (“hello!” in North Germany, Bavaria/Austria, and German-speaking Switzerland respectively)? Möhre, Karotte or Rüebli (regional words for “carrot”)? Is it die or das Mail (“email”)? All these words and forms are correct. And they are expressions of how varied the German-speaking world is, both linguistically and culturally – a reality that ought to be reflected in German teaching. But how to go about it?

Languages, and therefore language learning, are closely linked to identity. Even in language classes for beginners, pupils talk about themselves, their experiences and their relationships. How can you help your pupils express non-binary gender identities? How can you make different identities more visible?

Languages, and therefore language learning, are closely linked to identity. Even in language classes for beginners, pupils talk about themselves, their experiences and their relationships. How can you help your pupils express non-binary gender identities?

GFL lessons are designed to enable learners to communicate in German in different situations. What does this mean in the era of YouTube and WhatsApp? Should the linguistic phenomena of these media be explored in GFL lessons, or have they perhaps already been included in textbooks or even exams?

Many young people come to Germany from all over the world to study. What challenges do they have to face? And what tips do they have for other young people who might be interested?

Not every adult finds reading easy. The concepts of simple and easy language aim to make texts comprehensible to everyone – so that everyone can take part in public life.

Transnational communication is just part of everyday life for people living on the border. It works well even if the Germans and the Dutch talk to one another in their own mother tongues, as Professor Gunther De Vogelaer knows.