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CAAL 2018 Handout Ashley R Moore .pdf


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Interpersonal factors affecting LGBQ L2 learners' identity management within our classrooms
Presented at CAAL/ACLA 2018, University of Regina

Ashley R. Moore
Department of Language & Literacy Education, University of British Columbia
ashleyrmoore@alumni.ubc.ca
Additional Participant Demographic Data
Nationality

Gender

Age
Number of Participants

8
7
6
5
4
3
2
1
0
20 -24

25 - 29 30 - 34 35 - 39 40 - 44 45 - 49 50 - 54
Age Group

Take Home Points
• Research shows that LGBQ L2 learners face additional challenges in their classrooms.
• When students join an unfamiliar class (inbound trajectory), they make do with
makeshift indicators—who people are— to cautiously gauge the level of sexual
literacy and queer acceptance of those around them.
• As they move to full membership within the class (insider trajectory), they gain access
to insider evidence—what people do—which helps them make better judgements on
how to manage their identity in the class.
• They observe teachers, looking for signs of reactive inclusive praxis and hoping for
proactive inclusive praxis.
• Teachers should consider the messages that their subjectivities might be sending to
LGBQ students.
• Teachers have a professional responsibility to demonstrate not only reactive, but
proactive inclusive praxis.
References
Clair, J. A., Beatty, J. E., & MacLean, T. L. (2005). Out of sight but not out of mind: Managing
invisible social identities in the workplace. Academy of Management Review, 30(1), 78-95.
Ellwood, C. (2006). On coming out and coming undone: Sexualities and reflexivities in language
education research. Journal of Language, Identity, and Education, 5(1), 67–84.
Goffman, E. (1963). Stigma: Notes on the management of spoiled identity. New York, NY: Simon &
Schuster.
Gray, J. (2013). LGBT invisibility and heteronormativity in ELT materials. In J. Gray (Ed.), Critical
perspectives on language teaching materials (pp. 40-63). Basingstoke: Palgrave Macmillan.
Kaiser, E. (2017). LGBTQ+ Voices from the Classroom: Insights for ESOL Teachers. CATESOL
Journal, 29(1), 1-21.
Kappra, R., & Vandrick, S. (2006). Silenced voices speak: Queer ESL students recount their
experiences. CATESOL Journal, 18(1), 138-150.
Layder, D. (2006). Understanding social theory (2nd ed.). Los Angeles, CA: Sage.
Liddicoat, A. J. (2009). Sexual identity as linguistic failure: Trajectories of interaction in the
heteronormative language classroom. Journal of Language, Identity, and Education, 8(2-3),
191-202.
Malinowitz, H. (1995). Textual orientations: Lesbians and gay students and the making of
discourse communities. Portsmouth, NH: Heinemann.
Moore, A. R. (2016). Inclusion and Exclusion: A Case Study of an English Class for LGBT Learners.
TESOL Quarterly, 50(1), 86-108.
Stranger-Johannessen, E. & Norton, B. (2017). The African Storybook and Language Teacher
Identity in Digital Times. Modern Language Journal, 101(Supplement 2017), 45-60.
Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge, UK:
Cambridge University Press.


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