LGBTQ+ Identity in the TESOL Classroom

By Nicolas Gatz

Introduction

As a future TESOL educator and gay man, I am interested in understanding the ways that my identity will influence my career. Pennington & Richards (2016), among many other researchers, point out the importance of self-knowledge and awareness in the language teaching profession. It’s essential to reflect on who we are as teachers, as well as who our students are, so that we can tailor learning to leverage the strengths of every person in the classroom.

Through looking into contemporary literature related to the field of TESOL and lesbian, gay, bisexual, transgender, queer, and other minoritized sexual identity groups (henceforth referred to using the acronym LGBTQ+), I hope to shed light on best practices related to working with students of all sexual orientations and gender identities. Heterosexism continues to underpin nearly all societal institutions, and educational spaces are not immune to its effects. Beginning with a look into the lived experiences of LGBTQ+ students, this article will then shift focus to affirming pedagogical practices and curriculum. My hope is that this information will help both myself and my colleagues to teach to the best of our ability in a context that is respectful, safe, and socially just.

Teaching LGBTQ+ Students

Every TESOL teacher will have many LGBTQ+ students in their classroom during their career, so it is extremely important for the field to actively work to develop practices to support these students as they learn. We must always strive to create a classroom climate that is meaningful and genuinely inclusive of LGBTQ+ students, and we must also take a critical eye toward pedagogical practices and how they can either affirm or “other” students. Given the often improvised, informal nature of ESL classes, it can be hard for teachers to find support in developing an inclusive, authentic curriculum that is LGBTQ+ affirming. It is my hope that by looking into literature describing the experiences of LGBTQ+ identifying students, TESOL professionals like myself can be more reflective and more effective teachers of LGBTQ+ students.

Lived Experiences of LGBTQ+ Students

Nelson (2010) is one of few authors to have studied the experiences of LGBTQ+ identifying immigrant learners of English. Through a case study approach, Nelson interviewed “Pablo,” a 25-year-old student in an ESL class who had recently arrived to the USA from Mexico because he wanted to “be in a place where [being gay] is accepted” (p. 448). Pablo references many times in which gay/lesbian issues surfaced in class discussions. During one such discussion, Pablo mentions after class that he was very aware of his teacher’s attempts to change the subject; he describes her response as “disappointing, but not surprising” (p. 449). He feels stifled by the teacher’s unwillingness to engage with these topics and indicates that he enjoys his other English classes (with different instructors) much more. Though not generalizable, Pablo’s experience suggests that LGBTQ+ identifying students are acutely aware of a teacher’s affective response to topics related to their identity. It is clear that students likely feel disappointed when conversations around queerness are intentionally cut short.

Pablo’s story makes clear how important it is for ESL teachers to be willing to engage thoughtfully with topics related to diversity. Though some TESOL teachers may not wish to build space in the classroom for topics deemed “controversial,” the classroom is inherently and unavoidably a social and political space, and students will notice attempts to silence discussion.

In contrast to the individual case-study mentioned above, Moore (2016) conducted a much broader case-study of six LGBT-identifying Japanese students in an English class that was intentionally built for LGBT learners. Moore’s study is one of very few that take multiple interviewees’ experiences into account; in doing so, the author is able to comment substantially on topics related to classroom dynamics and the shared histories of the learners in this particular classroom.

One broad theme Moore identifies early in the interviews is that students initially felt very enthusiastic about learning English in a class designed for LGBT students. Students reported feeling less stress about how they answered conversational questions like “what did you do this last weekend” with their peers. This detail highlights the personal nature of such questions in an atmosphere of assumed heterosexuality; for students who do not fit the heterosexual “norm,” innocuous questions like this one become uncomfortable, as students must navigate what they want to disclose. Moore also reports that students in the class developed very strong social bonds with each other, which is encouraging.

One critique of the class that students brought forth, however, is that the classroom conversations and curriculum may have focused slightly too much on LGBT-related topics. Though students reported enjoying the classes and their discussions, they also indicated that they would have liked to talk more about other (non-LGBT) identities they hold and cultural differences between Japan and English-speaking countries. When developing a curriculum that is inclusive, this study emphasizes the importance of moving beyond essentialized, monolithic conceptions of identity, whether that is in reference to sexual identity, gender identity, racial identity, or any other kind of identity. It might be helpful to consider student needs and desires using a needs assessment protocol and using the results of that as a guide.

It should also be noted that Moore’s study is one of the only studies I could find in which a participant who identifies as a lesbian was interviewed. Moreover, there is little to no literature related to best practices in creating a trans and non-binary inclusive TESOL classroom. These details highlight how important it is that future research focus on more underrepresented identities within the broader LGBTQ+ “umbrella,” as the experiences of gay men tend to be more represented in contemporary research.

LGBTQ+ Themes in Classroom Curriculum

As Moore’s students mentioned above, it is important to build space for LGBTQ+ related topics into the TESOL classroom without essentializing queer identities. Paiz (2018) asserts that no classroom materials are created to be ideologically neutral. It is thus important for teachers to “queer” classroom materials in the absence of commercially available resources that are inclusive and respectful of the nuances inherent in LGBTQ+ lived experiences.

Often, commercially available materials that tangentially or explicitly reference LGBTQ+ issues tend to reinforce societal notions of heteronormativity (i.e. classroom “debates” or persuasive writing assignments about LGBTQ+ policy and current events). Paiz points out that real-world, authentic materials (such as campus newspapers, blogs, and nonprofit websites) can often be used as a springboard in order to move conversations about LGBTQ+ issues away from stereotypes or essentialized conceptions of these identities. These authentic materials can also point LGBTQ+ identifying students toward important community resources through which they can find support. More research related to best practices in “queering” classroom materials and finding respectful classroom materials is sorely needed in the field, especially as LGBTQ+ issues continue to, frustratingly, be hotly debated social issues worldwide.

Conclusion

Beyond incorporating inclusive classroom materials, a teacher’s attitude can also go a long way toward making a student feel more or less comfortable (as shown by Pablo’s experience in Nelson’s article above). A willingness to build in space, rather than avoid, conversations about identity when they arise is imperative for any teacher entering the field today. More work must be done to advocate for LGBTQ+ students who are often forced to navigate classrooms and conversations that erase or stifle their identities. Each LGBTQ+ student’s ability to come to class day after day in the face of all the difficult dynamics they must navigate is beyond admirable. Knowing that, teachers must do more to create inclusive classrooms that give these students the space they need to be themselves and thrive.

References

Moore. (2016). Inclusion and Exclusion: A Case Study of an English Class for LGBT Learners. TESOL Quarterly, 50(1), 86–108. https://doi.org/10.1002/tesq.208

Nelson, C. (2010). A Gay Immigrant Student’s Perspective: Unspeakable Acts in the Language Class. TESOL Quarterly, 44(3), 441–464. https://doi.org/10.5054/tq.2010.226853

Paiz, J. (2018). Queering ESL Teaching: Pedagogical and Materials Creation Issues. TESOL Journal, 9(2), 348–367. https://doi.org/10.1002/tesj.329

Pennington, & Richards, J. C. (2016). Teacher Identity in Language Teaching: Integrating Personal, Contextual, and Professional Factors. RELC Journal, 47(1), 5–23. https://doi.org/10.1177/0033688216631219

Nicolas Gatz is a graduate student at DePaul University seeking teacher certification for the teaching of Spanish and English as a Second Language.


LGBTQ+ Identity in the TESOL Classroom By Nicolas Gatz Introduction As a future TESOL educator and gay man, I am interested in understanding the ways that my identity will influence my career. Pennington & Richards (2016), among many other researchers, point out the importance of self-knowledge and awareness in the language teaching profession. It’s essential to reflect on who we are as teachers, as well as who our students are, so that we can tailor learning to leverage the strengths of every person in the classroom. Through looking into contemporary literature related to the field of TESOL and lesbian, gay, bisexual, transgender, queer, and other minoritized sexual identity groups (henceforth referred to using the acronym LGBTQ+), I hope to shed light on best practices related to working with students of all sexual orientations and gender identities. Heterosexism continues to underpin nearly all societal institutions, and educational spaces are not immune to its effects. Beginning with a look into the lived experiences of LGBTQ+ students, this article will then shift focus to affirming pedagogical practices and curriculum. My hope is that this information will help both myself and my colleagues to teach to the best of our ability in a context that is respectful, safe, and socially just. Teaching LGBTQ+ Students Every TESOL teacher will have many LGBTQ+ students in their classroom during their career, so it is extremely important for the field to actively work to develop practices to support these students as they learn. We must always strive to create a classroom climate that is meaningful and genuinely inclusive of LGBTQ+ students, and we must also take a critical eye toward pedagogical practices and how they can either affirm or “other” students. Given the often improvised, informal nature of ESL classes, it can be hard for teachers to find support in developing an inclusive, authentic curriculum that is LGBTQ+ affirming. It is my hope that by looking into literature describing the experiences of LGBTQ+ identifying students, TESOL professionals like myself can be more reflective and more effective teachers of LGBTQ+ students. Lived Experiences of LGBTQ+ Students Nelson (2010) is one of few authors to have studied the experiences of LGBTQ+ identifying immigrant learners of English. Through a case study approach, Nelson interviewed “Pablo,” a 25-year-old student in an ESL class who had recently arrived to the USA from Mexico because he wanted to “be in a place where [being gay] is accepted” (p. 448). Pablo references many times in which gay/lesbian issues surfaced in class discussions. During one such discussion, Pablo mentions after class that he was very aware of his teacher’s attempts to change the subject; he describes her response as “disappointing, but not surprising” (p. 449). He feels stifled by the teacher’s unwillingness to engage with these topics and indicates that he enjoys his other English classes (with different instructors) much more. Though not generalizable, Pablo’s experience suggests that LGBTQ+ identifying students are acutely aware of a teacher’s affective response to topics related to their identity. It is clear that students likely feel disappointed when conversations around queerness are intentionally cut short. Pablo’s story makes clear how important it is for ESL teachers to be willing to engage thoughtfully with topics related to diversity. Though some TESOL teachers may not wish to build space in the classroom for topics deemed “controversial,” the classroom is inherently and unavoidably a social and political space, and students will notice attempts to silence discussion. In contrast to the individual case-study mentioned above, Moore (2016) conducted a much broader case-study of six LGBT-identifying Japanese students in an English class that was intentionally built for LGBT learners. Moore’s study is one of very few that take multiple interviewees’ experiences into account; in doing so, the author is able to comment substantially on topics related to classroom dynamics and the shared histories of the learners in this particular classroom. One broad theme Moore identifies early in the interviews is that students initially felt very enthusiastic about learning English in a class designed for LGBT students. Students reported feeling less stress about how they answered conversational questions like “what did you do this last weekend” with their peers. This detail highlights the personal nature of such questions in an atmosphere of assumed heterosexuality; for students who do not fit the heterosexual “norm,” innocuous questions like this one become uncomfortable, as students must navigate what they want to disclose. Moore also reports that students in the class developed very strong social bonds with each other, which is encouraging. One critique of the class that students brought forth, however, is that the classroom conversations and curriculum may have focused slightly too much on LGBT-related topics. Though students reported enjoying the classes and their discussions, they also indicated that they would have liked to talk more about other (non-LGBT) identities they hold and cultural differences between Japan and English-speaking countries. When developing a curriculum that is inclusive, this study emphasizes the importance of moving beyond essentialized, monolithic conceptions of identity, whether that is in reference to sexual identity, gender identity, racial identity, or any other kind of identity. It might be helpful to consider student needs and desires using a needs assessment protocol and using the results of that as a guide. It should also be noted that Moore’s study is one of the only studies I could find in which a participant who identifies as a lesbian was interviewed. Moreover, there is little to no literature related to best practices in creating a trans and non-binary inclusive TESOL classroom. These details highlight how important it is that future research focus on more underrepresented identities within the broader LGBTQ+ “umbrella,” as the experiences of gay men tend to be more represented in contemporary research. LGBTQ+ Themes in Classroom Curriculum As Moore’s students mentioned above, it is important to build space for LGBTQ+ related topics into the TESOL classroom without essentializing queer identities. Paiz (2018) asserts that no classroom materials are created to be ideologically neutral. It is thus important for teachers to “queer” classroom materials in the absence of commercially available resources that are inclusive and respectful of the nuances inherent in LGBTQ+ lived experiences. Often, commercially available materials that tangentially or explicitly reference LGBTQ+ issues tend to reinforce societal notions of heteronormativity (i.e. classroom “debates” or persuasive writing assignments about LGBTQ+ policy and current events). Paiz points out that real-world, authentic materials (such as campus newspapers, blogs, and nonprofit websites) can often be used as a springboard in order to move conversations about LGBTQ+ issues away from stereotypes or essentialized conceptions of these identities. These authentic materials can also point LGBTQ+ identifying students toward important community resources through which they can find support. More research related to best practices in “queering” classroom materials and finding respectful classroom materials is sorely needed in the field, especially as LGBTQ+ issues continue to, frustratingly, be hotly debated social issues worldwide. Conclusion Beyond incorporating inclusive classroom materials, a teacher’s attitude can also go a long way toward making a student feel more or less comfortable (as shown by Pablo’s experience in Nelson’s article above). A willingness to build in space, rather than avoid, conversations about identity when they arise is imperative for any teacher entering the field today. More work must be done to advocate for LGBTQ+ students who are often forced to navigate classrooms and conversations that erase or stifle their identities. Each LGBTQ+ student’s ability to come to class day after day in the face of all the difficult dynamics they must navigate is beyond admirable. Knowing that, teachers must do more to create inclusive classrooms that give these students the space they need to be themselves and thrive. References Moore. (2016). Inclusion and Exclusion: A Case Study of an English Class for LGBT Learners. TESOL Quarterly, 50(1), 86–108. https://doi.org/10.1002/tesq.208 Nelson, C. (2010). A Gay Immigrant Student’s Perspective: Unspeakable Acts in the Language Class. TESOL Quarterly, 44(3), 441–464. https://doi.org/10.5054/tq.2010.226853 Paiz, J. (2018). Queering ESL Teaching: Pedagogical and Materials Creation Issues. TESOL Journal, 9(2), 348–367. https://doi.org/10.1002/tesj.329 Pennington, & Richards, J. C. (2016). Teacher Identity in Language Teaching: Integrating Personal, Contextual, and Professional Factors. RELC Journal, 47(1), 5–23. https://doi.org/10.1177/0033688216631219 Nicolas Gatz is a graduate student at DePaul University seeking teacher certification for the teaching of Spanish and English as a Second Language.
Spring 2022 - Volume 50, Issue 1