Document Type

Article

Publication Date

6-2026

Department

Classical and Modern Languages

Abstract

Abstract This study explores language learners' stereotypical descriptions of native speakers (NSs) of German and their relationship with participants' perceptions of teachers of German. It expands motivation research that employs stereotypes to gain insight into university students' views of target language (TL) speakers (Rothe, 2022, 2025). Sixty‐seven learners of German and 43 learners of other world languages (WLs) pro vided responses about NSs and instructors, while also rating the stereotypes' perceived accuracy. Participants held various stereotypical notions about NSs, reflecting broader societal narratives. Learners of German pro vided more detailed stereotypical descriptions. Both groups considered favorable stereotypes as more accurate than less favorable ones. Yet, learners of other WLs perceived unfavorable NS traits as more pro nounced. Stereotypical notions traveled via two path ways of association from NSs to teachers. Regardless of NS status, teachers were partially understood as re presentatives of and affective gateways to the TL community. The study discussed future scholarship and implications for language programs and teacher education. Pedagogical implications underscore the need for diverse course and program materials, the development of learning outcomes related to students' social media and AI literacies, and the deconstruction of stereotypical narratives among (novice) educators.

Original Publication Information

Rothe, L. (2026). Linking (imagined) communities: World language students' stereotypical attributions to native speakers and teachers of German. Foreign Language Annals,1–25. https://doi.org/10.1111/flan.70065

DOI

https://doi.org/10.1111/flan.70065

ORCID

0000-0002-4777-9467

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