Intersectional Perspectives on LGBTQ+ Issues in Modern Language Teaching and Learning

✍ Scribed by Joshua M. Paiz (editor), James E. Coda (editor)

• Publisher: Palgrave Macmillan
• Year: 2021
• Tongue: English
• Leaves: 296
• Series: Palgrave Studies in Language, Gender and Sexuality
• Category: Library

✦ Synopsis

This edited book examines how sexuality and sexual identity intersect and interact with other identities and subjectivities – including but not limited to race, religion, gender, social class, ableness, and immigrant or refugee status – to form reinforcing webs of privilege and oppression that can have significant implications for language teaching and learning processes. The authors explore how these intersections may influence the teaching of different languages and how pedagogies can be devised to increase equitable access to language learning spaces. They seek to open the conversation on intersectional issues as they relate to sexuality and language teaching and learning, and provide a conversational space where readers can engage with the notion of intersectionality. This book will be of interest to students and scholars of applied linguistics and language education, gender and LGBTQ+ studies, and sociolinguistics, outlining possible future directions for intersectional research. 

✦ Table of Contents

Preface
Contents
Notes on Contributors
List of Figures
List of Tables
1 Opening the Conversation on Intersectional Issues in LGBTQ+ Studies in Applied Linguistics
The Social Turn and the Rise of LGBTQ+-Focused Work in Applied Linguistics
A Growing Blind Spot
Intersectionality and LGBTQ+ Work in Applied Linguistics
Opening the Conversation
References
2 Research-as-Social-Practice and the Challenge—and Promise—of Thinking Intersectionally About LGBTQ+ Issues in Language Teaching and Learning
Research-as-Social-Practice and the Challenge of Intersectionality
Reframing Research as a Social Practice
Research-as-Social-Practice and the Reduction of Roger
Research/Interview Questions-as-Social-Practice
Transcription-as-Social-Practice
Dissemination-as-Social-Practice
Learning to Look and Listen: The Promise of Intersectionality
Tolerating the Heteronormativity of the Language Classroom
“My Favourite Word, Diversity”: Strategically Challenging (Hetero)normativity in the Language Classroom and Beyond
Making Race and Intersectionality Relevant
“Does That Complicate Things?” The (Ir)relevance of Nationality
Conclusion
Appendix
References
3 Discussing LGBTQ+ Issues with Muslim Students in the ESL Classroom: The Interface of Culture, Religion, and Sexuality
Literature Review
Methods
Findings and Discussion
Dealing with Aggression Towards Sexual Minorities
Introducing Sexuality Issues in the English Classroom
Muslim Students on Their Religious Identity and Sexuality Issues
Conclusion
References
4 “I’m not Sweet, Bro”: LGBQ Spanish Teachers’ Experiences in the Southeastern U.S
Queer Theory
Sexuality in K-12 Schools of the Southeastern U.S. and the Heteronormative Language Classroom
Southeastern U.S. K-12 Schools, LGBTQ Students, and LGBTQ Teachers
Identity, Language Education, and LGBTQ-Identified Students and Teachers
Methods: Data Collection and Analytical Procedures
Recruitment Procedures
Data Collection and Analytical Techniques
Findings
“There’s no Protections”: LGBQ Spanish Teachers Experiences in the Southeast
Mentioned that I Had a Boyfriend: Heteronormativity and Homophobia in School
Discussion
Implications
References
5 Intersectional Structural Constraints, Delegitimized Language Learner in the Making: An Ethnographic Case Study of a Bisexual Migrant’s English Learning in Canada
The Sociopolitical Context of Xixi’s Migration
Queer Rights in China
Sexuality in Migration Studies
The Influx of International Students to Canada
Theoretical Framework
Legitimate Peripheral Participation
Forms of Capitals
A Combined Perspective
Methodology
Analysis: Xixi’s Learning in Social, Professional, and Educational Communities
Access “to” and “in” the Vancouver Asian Lesbian Group
Legitimacy in an All-Queer Lab
Non-participation in a Cantonese Drop-in Class
Delegitimized Capital, Access, and Learning: Identifying a Pattern
Discussion and Implication
Challenges Facing AQMs’ Language Learning: Intersectional Structural Constraints
Focus on Heteronormativity
From Heteronormativity to an Intersectional Perspective
Implications for Research and Educational Practices
Conclusion
References
6 L/G/B and T: Queer Excisions, Entailments, and Intersections
Uniting Under the Banner of LGBTQ+
Unsettled and Unsettling Unity
Separations and Excisions
Entailments and Entanglements
Toward a More Nuanced ALx
Conclusions
References
7 “Once We Know the Language, We Can Use the Language to Empower Us”: Examining How a Teacher Addresses Queer Issues in an ELL Classroom
Conceptual Framework and Literature Review
Assumptions About LGBTQ Youth the ELL Classrooms
LGBTQ Identities in the ELL Classroom in the Research Literature
Antioppressive Education
Queer Cultural Capital and Intersectionality
Methodology
Participant
Data Collection
Interview Strategies
Observation Strategies
Documents
Data Analysis
Positionality
Findings
Social Justice at a Cost
A System of Accountability and Support
Limitations
Discussion
Accountability as Support
Queer Capital Amid Intersectionality
Situating Learning Pre-and Post-Obergefell v. Hodges
Potential Applications and Recommendations for Practitioners
Appendix A: Initial Interview Protocol
References
8 Corpus-Based Considerations on Critical Literacy in ELT: The Linguistic Representation of Ricky Martin in the News Media
Introduction
Coming Out Through the Queer Linguistic Lens
Methodological Considerations
Analysis
Semantic Domain “Ethnicity”
Semantic Domain “Professional Activity”
Semantic Sub-domain “Music”
Semantic Sub-domains “Acting,” “TV Shows,” “Writing,” and “Social Media”
Semantic Sub-domains “Success” and “Humanitarian Work”
Semantic Domain “Sexuality”
Semantic Sub-domain “Sexual Desire”
Semantic Sub-domain “Sexual Identity”
Semantic Sub-domain “Coming Out”
Semantic Sub-domain “Romantic Relationship”
Semantic Domain “Family”
Semantic Domain “Personal Reference”
Semantic Domain “Emotionality”
Semantic Domain “Communication Verbs”
Semantic Domain “Temporality”
Fostering Critical Literacy in the Foreign Language Classroom
The Sexual Objectification of the Artist
Heteronormativity
The Representation of Female Sexual Desire
The Ethnicity-Sexuality Interface
Conclusion
References
9 Reflections on Intersectionality in Applied Linguistics and World Languages Education: Lessons Learned and Paths Forward
Reflecting on Intersectionality
Responding to Pushback Against Intersectionality
Key Take-Aways and Next Steps
The Importance of Nuance
Intersectional Methods Are Multitude
The Distributed Nature of (Intersectional) Applied Linguistics Work
Up Next for Intersectionality and LGBTQ+-Focused Applied Linguistics Work
References
Index