Queerness in ELT

Searched over 200M research papers

Research Analysis by Consensus

Consensus Meter

Yes

Possibly

Queerness in English Language Teaching (ELT)

Introduction to Queerness in ELT

The integration of queer perspectives in English Language Teaching (ELT) has gained increasing attention in recent years. This shift acknowledges the importance of creating inclusive educational environments that respect and represent diverse sexual and gender identities. The following synthesis explores the insights, challenges, and practices related to queering ELT, drawing from various studies conducted globally.

Importance of Queering ELT

Promoting Gender Equity and Inclusivity

Incorporating queer perspectives in ELT is seen as essential for fostering inclusive classrooms and promoting critical thinking among students. Teachers in a Philippine state university emphasized the necessity of queering ELT to create a more inclusive environment and stimulate students' critical thinking. Similarly, the use of literary texts to address LGBTQ erasure in the classroom has been advocated as a means to offer recognition to LGBTQ students and foster understanding among non-LGBTQ students.

Addressing Heteronormativity

The social turn in applied linguistics has challenged the previously monosexual assumptions in ELT, highlighting the risks of reifying heteronormative worldviews in the classroom. There is a growing body of literature advocating for LGBTQ+-inclusive approaches to ELT, emphasizing the need for teacher preparation and inclusive curricular materials. This includes the use of queer picturebooks in primary ELT to introduce diverse perspectives from an early age.

Challenges in Queering ELT

Lack of Models and Knowledge

One of the significant challenges in queering ELT is the lack of models and limited knowledge of queer concepts among teachers. Teachers in the Philippines reported difficulties due to the absence of established models and their own limited understanding of queer perspectives. This challenge is echoed in the Thai ELT context, where teachers acknowledged the need for more knowledge about queer pedagogy despite recognizing the importance of sexual and gender diversity.

Resistance from Stakeholders

Resistance from stakeholders, including conservative ideologies and lack of institutional support, poses another challenge. Filipino university teachers identified conservative ideologies and limited power to tackle queer perspectives as significant impediments to their queering efforts. This resistance can hinder the genuine integration of queer perspectives in ELT.

Strategies for Queering ELT

Teacher Preparation and Training

To effectively queer ELT, there is a need for comprehensive teacher preparation and training. This includes incorporating queer TESOL literature and modeling queer teaching practices in teacher training programs. By equipping teachers with the necessary knowledge and skills, they can create safer and more respectful spaces for students to engage with LGBTQ issues.

Inclusive Curricular Materials

Developing and utilizing inclusive curricular materials is crucial for queering ELT. This involves selecting texts and materials that represent diverse sexual and gender identities and encouraging critical thinking to challenge heteronormative assumptions. For instance, a study on EFL university instructors highlighted the importance of examining classroom materials to deconstruct heteronormativity and integrate gender- and sexuality-inclusive content.

Representation and Visibility

Ensuring representation and visibility of LGBTQ identities in the classroom is another key strategy. Queer teachers in Colombia have demonstrated how their identities and pedagogies resist colonial notions and shape their teaching practices. By sharing their experiences and perspectives, queer teachers can contribute to a more inclusive and diverse educational environment.

Conclusion

Queering ELT is a multifaceted endeavor that requires addressing various challenges and implementing strategic practices. By promoting gender equity, addressing heteronormativity, and ensuring representation, educators can create inclusive classrooms that respect and celebrate diverse sexual and gender identities. Continued efforts in teacher preparation, curricular development, and stakeholder engagement are essential for advancing this important work in ELT.