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LGBTQ+ Voices from the Classroom: Insights for ESOL Teachers
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Kaiser, Evan – CATESOL Journal, 2017
Research has indicated that heteronormativity in ESOL classrooms may prevent lesbian, gay, bisexual, transgender, or queer (LGBTQ+) students from producing meaningful language output and negotiating their identities in new social contexts (e.g., Liddicoat, 2009). This study aimed to understand (a) how LGBTQ+ students perceive the framing of sexual…
Descriptors: Homosexuality, Sexual Orientation, Sexual Identity, English (Second Language)