What is it about?

This article discusses the heteronormative state of the field of English language teaching in places like the US, the UK, Canada, Australia, and New Zealand. It advocates for disrupting this normative view by actively queering the classroom by including diverse texts and using critical pedagogies to help students understand how society creates identity positions for them to take up.

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Why is it important?

This is an important piece because it continues to advance knowledge about LGBTQ+ issues in the field of English language teaching and it makes actionable recommendations to redress current issues.

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This page is a summary of: Queering ESL Teaching: Pedagogical and Materials Creation Issues, TESOL Journal, July 2017, Wiley,
DOI: 10.1002/tesj.329.
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