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Linguistic Perspectives on Sexuality in EducationReflections on the Co-development of ESOL Teaching Material Exploring LGBT Lives

Linguistic Perspectives on Sexuality in Education: Reflections on the Co-development of ESOL... [In recent years, the place of sexuality and gender identity in the ESOL classroom has been the subject of much debate among UK-based ESOL practitioners. This has partly been prompted by changes in the UK legal context: the 2010 Equality Act identifies a variety of settings, including education, where discrimination, harassment or victimisation on the basis of nine protected characteristics is explicitly forbidden; these protected characteristics include sexual orientation, gender identity and marriage status. This chapter reflects on the co-development of the resource ‘Engaging with LGBT and Migrant Equalities: Activities for the ESOL Classroom’, which aimed to address the dearth of LGBT representations in commercial ELT material. Its development was informed by conversations with Scotland-based ESOL practitioners about their practice and about how the resource might build on and fit into current delivery. The chapter considers the resonance and limitations of the resource, and the potential questions these raise for critical LGBT-friendly pedagogies.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Linguistic Perspectives on Sexuality in EducationReflections on the Co-development of ESOL Teaching Material Exploring LGBT Lives

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References (16)

Publisher
Springer International Publishing
Copyright
© The Editor(s) (if applicable) and The Author(s) 2021
ISBN
978-3-030-64029-3
Pages
369 –397
DOI
10.1007/978-3-030-64030-9_13
Publisher site
See Chapter on Publisher Site

Abstract

[In recent years, the place of sexuality and gender identity in the ESOL classroom has been the subject of much debate among UK-based ESOL practitioners. This has partly been prompted by changes in the UK legal context: the 2010 Equality Act identifies a variety of settings, including education, where discrimination, harassment or victimisation on the basis of nine protected characteristics is explicitly forbidden; these protected characteristics include sexual orientation, gender identity and marriage status. This chapter reflects on the co-development of the resource ‘Engaging with LGBT and Migrant Equalities: Activities for the ESOL Classroom’, which aimed to address the dearth of LGBT representations in commercial ELT material. Its development was informed by conversations with Scotland-based ESOL practitioners about their practice and about how the resource might build on and fit into current delivery. The chapter considers the resonance and limitations of the resource, and the potential questions these raise for critical LGBT-friendly pedagogies.]

Published: Mar 24, 2021

Keywords: Sexuality and gender; ESOL material writing; Multiculturalism; Critical pedagogies; Queer pedagogies

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