Inclusion and Exclusion: A Case Study of an English Class for LGBT Learners

What is it about?

What are the learning needs of Lesbian / Gay / Bisexual / Transgender and Queer [LGBTQ] English learners? This study explores this question by analyzing interview data from six LGBTQ-identifying students who participated in an English class organized by an NGO in Japan.

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Why is it important?

The implications are significant for English teachers working in any context as we can reasonably expect that some of the students in almost any class will personally identify themselves somewhere within the LGBTQ spectrum. Furthermore, we also know that issues relating to sexual identities and practices are intersect the lives of all learners in important ways, so the development of cross-cultural "sexual literacy" should be an essential part of our pedagogy.