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Linguistic Perspectives on Sexuality in EducationQueering TESOL in International Learning Contexts

Linguistic Perspectives on Sexuality in Education: Queering TESOL in International Learning Contexts [In this chapter, I reflect on my involvement in a postgraduate TESOL programme spanning two national contexts—a pre-masters stage taught in China, followed by a Masters stage taught in the UK. On the pre-masters course, sexuality issues are never discussed in the classroom. But on the MA course, they are explicitly addressed in positive ways in the context of critical language learning and teaching. This raises the question of how to prepare international students for dealing openly with sexuality issues when studying TESOL in the UK. In considering this, I draw on China- and UK-based data consisting of classroom interaction, interviews with students, and individual and group ethnographic reflections. The queer linguistics-informed analysis reveals that, although sexuality issues are not discussed in China, critical reflections on gender are encouraged in some lessons. These observations can provide a useful starting point for students’ critical thinking about sexuality in UK TESOL classrooms.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Linguistic Perspectives on Sexuality in EducationQueering TESOL in International Learning Contexts

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References (35)

Publisher
Springer International Publishing
Copyright
© The Editor(s) (if applicable) and The Author(s) 2021
ISBN
978-3-030-64029-3
Pages
315 –335
DOI
10.1007/978-3-030-64030-9_11
Publisher site
See Chapter on Publisher Site

Abstract

[In this chapter, I reflect on my involvement in a postgraduate TESOL programme spanning two national contexts—a pre-masters stage taught in China, followed by a Masters stage taught in the UK. On the pre-masters course, sexuality issues are never discussed in the classroom. But on the MA course, they are explicitly addressed in positive ways in the context of critical language learning and teaching. This raises the question of how to prepare international students for dealing openly with sexuality issues when studying TESOL in the UK. In considering this, I draw on China- and UK-based data consisting of classroom interaction, interviews with students, and individual and group ethnographic reflections. The queer linguistics-informed analysis reveals that, although sexuality issues are not discussed in China, critical reflections on gender are encouraged in some lessons. These observations can provide a useful starting point for students’ critical thinking about sexuality in UK TESOL classrooms.]

Published: Mar 24, 2021

Keywords: TESOL; China; The UK; Ethnography; Classroom interaction; Gender and sexuality triggered points

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