CAAL 2018 Handout Ashley R Moore .pdf

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
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