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ERIC Number: EJ1152433
Record Type: Journal
Publication Date: 2016
Steps toward Respecting Sexual Diversity in the ESOL Classroom
Mitchell, James D.
ORTESOL Journal, v33 p41-43 2016
During the 2014-2015 academic year, the authors conducted roundtables related to queer identity in the English for Speakers of Other Languages (ESOL) classroom at Oregon Teachers of English to Speakers of Other Languages (ORTESOL's) fall and spring conferences and at an in-service day at Portland State University's Intensive English Language Program. The authors centered conversations on one question: How are teachers addressing sexual diversity in their adult ESOL classrooms? Participant responses were as thoughtful as they were multifaceted, a reflection of how complex the issue still is. While predominantly sympathetic, roundtable participants--queer and ally alike--expressed a variety of perspectives toward the topic, ranging from avoidance to activism. Strategies for addressing sexual diversity in the ESOL classroom fell along a similar spectrum. In this article, the authors present their summary of recommendations from the roundtable participants. Even as systemic change must be sought at the institutional level, these recommendations represent the first steps a teacher can take in their classroom to respect the sexual diversity of their students and to address homophobic notions and actions.
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Sexual Identity, Homosexuality, Sexual Orientation, Intensive Language Courses, Teacher Attitudes, Language Teachers, Classroom Techniques, Student Diversity, Teacher Student Relationship
Oregon Teachers of English to Speakers of Other Languages. PO Box 15148, Portland, OR 97293. e-mail: email@example.com; Web site: https://ortesol.wildapricot.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Oregon (Portland)
Grant or Contract Numbers: N/A