Full Description
"In the vast majority of language education literature, it seems as if we have been collectively imagining a monosexual community of interlocutors," denounced Cynthia Nelson in 2006. Nearly two decades later, her statement still seems widely true, despite marginal attempts to challenge this situation, not yet fully addressed by mainstream publishers, educators or policymakers.
The aim of this book is to contribute to creating more hospitable learning contexts by usualising diversity and queerness in the teaching of English worldwide, a field which, supposedly fostering a "lingua franca" has frequently spread white, masculine, Western, colonial and cisheterosexist stances, among others.
How did queerness become a movement in the teaching of English? How can practitioners respond to counterreactions? How has queer research developed in English Language Education? How can teaching materials be queer or anti-queer? How can literature and drama be used when teaching English from a queer perspective? What would a queer class of English be like? What is the situation of queer teachers of English in different countries? These are just some of the questions answered in this book, edited by Esteban López-Medina, Griselda Beacon, Mariano Quinterno and Xiana Sotelo.
Contributors are: Juanjo Bermúdez de Castro, Jules Buendgens-Kosten, Tatia Gruenbaum, Cristina A. Huertas-Abril, Nicolás Melo Panigatti, Thorsten Merse, Cynthia D. Nelson, Joshua Paiz, Francisco Javier Palacios-Hidalgo, Michel Riquelme-Sanderson, Sue Sanders, Tyson Seburn, Keiko Tsuchiya and David Valente.
Contents
Foreword
Sue Sanders and David Valente
Acknowledgements
List of Figures and Tables
Notes on Contributors
Introduction
Griselda Beacon, Xiana Sotelo, Esteban F. López-Medina and Mariano Quinterno
PART 1: Queer Origins and Destinations
1 Queer Trailblazing in TESOL: The Emergence of Queer Studies in ELT
Cynthia D. Nelson
2 Dark Clouds Gather: Queering ELT Practice in Times of Radical Risk
Joshua M. Paiz
PART 2: The Queer Research Landscape
3 Queering English Language Education: A Meta-Reflection of Research Approaches
Thorsten Merse
4 Gender Modality and Trans-Topics in EFL? Perspectives from the German-Language Research Landscape
Jules Buendgens-Kosten
PART 3: Queering Materials
5 The Invisibility of Queerness in EFL Textbooks in Japan: A Multimodal Discourse Analysis
Keiko Tsuchiya
6 An Examination of How Anti-Queer ELT Materials Normally Are, Then Queering Them
Tyson Seburn
7 What Is Love? A Picturebook Ensemble to Spark LGBTQ-Inclusive English Language Education
Tatia Gruenbaum
PART 4: A Rainbow of Experiences
8 LGBTQ+ Rights in Chile: What Is ELT Doing to Acknowledge and Include the Traditionally Excluded?
Michel Riquelme-Sanderson
9 Socially and Culturally Responsive Language Teaching: Queering the EFL Classroom
Francisco Javier Palacios-Hidalgo and Cristina A. Huertas-Abril
10 (Re)Constructing the Sense of Self: How Dominant Discourse Shapes Queer Identity in ELT in Montevideo
Nicolás Melo Panigatti
11 You Taught Me Stonewall Starts with a Sibilant: Dramatisations of LGBTQIA+ History and Diversity as an English Language Learning Vehicle at the University of the Balearic Islands
Juanjo Bermúdez de Castro
Conclusion
Xiana Sotelo, Mariano Quinterno, Griselda Beacon and Esteban F. López-Medina
Index
