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What pedagogic challenges and opportunities arise as gay, lesbian, and queer themes and perspectives become an increasingly visible part of English language classes within a variety of language learning contexts and levels? What sorts of teaching practices are needed in order to productively explore the sociosexual aspects of language, identity, culture, and communication? How can English language teachers promote language learning through the development of teaching approaches that do not presume an exclusively heterosexual world?
Drawing on the experiences of over 100 language teachers and learners, and using a wide range of research and theory, especially queer education research, this innovative, cutting-edge book skillfully interweaves classroom voices and theoretical analysis to provide informed guidance and a practical framework of macrostrategies English language teachers (of any sexual identification) can use to engage with lesbian/gay themes in the classroom. In so doing, it illuminates broader questions about how to address social diversity, social inequity, and social inquiry in a classroom context.
Cynthia D. Nelson
Preface Acknowledgments Prologue PART I Introduction Chapter 1: Queering Language Education PART II Teacher's Perspectives Chapter 2: Teaching Multisexual Student Cohorts Chapter 3: Engaging with Gay and Lesbian Themes Chapter 4: Tackling Homophobia, Heterosexism, and Heteronormativity Chapter 5: Negotiating Sexual Identities in the Classroom PART III Inside Three Classes Chapter 6: 'Not Animal in the Zoo': Tony's Class Chapter 7: Invisible Outings: Gina's Class Chapter 8: Foreign Meanings: Roxanne's Class Part IV Conclusion Chapter 9: Framing sexual diversity as a pedagogic resource Appendix A: Teachers Quoted Appendix B: Transcribing Key Appendix C: Students Quoted or Mentioned References Index
