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Linguistic Perspectives on Sexuality in EducationQueer Voices in the ESOL Classroom

Linguistic Perspectives on Sexuality in Education: Queer Voices in the ESOL Classroom [This chapter discusses three ways of understanding the positioning of LGBTQ teachers and students in a sexually normative world: (i) invisibility/visibility—how visible are LGBTQ lives in the activities, practices and artefacts of the ESOL classroom? (ii) Silencing and voice—are LGBTQ voices currently audible in ESOL classrooms and artefacts, or is there a culture of silence around manifestations of non-normative sexuality? (iii) Safe space—are ESOL classrooms safe, inclusive spaces for students and teachers whose sexuality is non-normative? The chapter considers the ESOL classroom within a bigger frame, as part of the lifeworld of students and the trajectory that brings them to leave their countries: the ESOL classroom as part of the process of queer migrations. It considers the ethical/political issues involved in queering the ESOL classroom, arguing that this is not something that can and should be left to LGBTQ teachers and students, but is also a project for all concerned with effective and inclusive language teaching and learning.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Linguistic Perspectives on Sexuality in EducationQueer Voices in the ESOL Classroom

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References (9)

Publisher
Springer International Publishing
Copyright
© The Editor(s) (if applicable) and The Author(s) 2021
ISBN
978-3-030-64029-3
Pages
151 –179
DOI
10.1007/978-3-030-64030-9_6
Publisher site
See Chapter on Publisher Site

Abstract

[This chapter discusses three ways of understanding the positioning of LGBTQ teachers and students in a sexually normative world: (i) invisibility/visibility—how visible are LGBTQ lives in the activities, practices and artefacts of the ESOL classroom? (ii) Silencing and voice—are LGBTQ voices currently audible in ESOL classrooms and artefacts, or is there a culture of silence around manifestations of non-normative sexuality? (iii) Safe space—are ESOL classrooms safe, inclusive spaces for students and teachers whose sexuality is non-normative? The chapter considers the ESOL classroom within a bigger frame, as part of the lifeworld of students and the trajectory that brings them to leave their countries: the ESOL classroom as part of the process of queer migrations. It considers the ethical/political issues involved in queering the ESOL classroom, arguing that this is not something that can and should be left to LGBTQ teachers and students, but is also a project for all concerned with effective and inclusive language teaching and learning.]

Published: Mar 24, 2021

Keywords: ESOL classroom; Queering ESOL classroom; Inclusive spaces; LGBT lives

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