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Intersectional Perspectives on LGBTQ+ Issues in Modern Language Teaching and Learning

  • Book
  • © 2021

Overview

Editors:
  1. Joshua M. Paiz

    1. Columbian College of Arts and Sciences, George Washington University, Washington, USA

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    You can also search for this editor in PubMed   Google Scholar

  2. James E. Coda

    1. Department of Language and Literacy Education, University of Georgia, Athens, USA

    View editor publications

    You can also search for this editor in PubMed   Google Scholar

  • Examines how sexuality, migrant, refugee, and religious identities intersect
  • Makes these intersections a primary focus of analysis and discussion
  • Explores how issues of identity and intersectionality may become salient in the language classroom

Part of the book series: Palgrave Studies in Language, Gender and Sexuality (PSLGS)

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Table of contents (9 chapters)

  1. Front Matter

    Pages i-xvii
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  2. Opening the Conversation on Intersectional Issues in LGBTQ+ Studies in Applied Linguistics

    • Joshua M. Paiz
    Pages 1-21

  3. Research-as-Social-Practice and the Challenge—and Promise—of Thinking Intersectionally About LGBTQ+ Issues in Language Teaching and Learning

    • Ashley R. Moore
    Pages 23-53

  4. Discussing LGBTQ+ Issues with Muslim Students in the ESL Classroom: The Interface of Culture, Religion, and Sexuality

    • Özge Güney
    Pages 55-85

  5. “I’m not Sweet, Bro”: LGBQ Spanish Teachers’ Experiences in the Southeastern U.S

    • James E. Coda
    Pages 87-113

  6. Intersectional Structural Constraints, Delegitimized Language Learner in the Making: An Ethnographic Case Study of a Bisexual Migrant’s English Learning in Canada

    • Liang Cao
    Pages 115-151

  7. L/G/B and T: Queer Excisions, Entailments, and Intersections

    • Kris Aric Knisely
    Pages 153-182

  8. “Once We Know the Language, We Can Use the Language to Empower Us”: Examining How a Teacher Addresses Queer Issues in an ELL Classroom

    • A Longoria
    Pages 183-216

  9. Corpus-Based Considerations on Critical Literacy in ELT: The Linguistic Representation of Ricky Martin in the News Media

    • Heiko Motschenbacher
    Pages 217-259

  10. Reflections on Intersectionality in Applied Linguistics and World Languages Education: Lessons Learned and Paths Forward

    • Joshua M. Paiz, James E. Coda
    Pages 261-277

  11. Back Matter

    Pages 279-288
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Keywords

About this book

This edited book examines how sexuality and sexual identity intersect and interact with other identities and subjectivities – including but not limited to race, religion, gender, social class, ableness, and immigrant or refugee status – to form reinforcing webs of privilege and oppression that can have significant implications for language teaching and learning processes. The authors explore how these intersections may influence the teaching of different languages and how pedagogies can be devised to increase equitable access to language learning spaces. They seek to open the conversation on intersectional issues as they relate to sexuality and language teaching and learning, and provide a conversational space where readers can engage with the notion of intersectionality. This book will be of interest to students and scholars of applied linguistics and language education, gender and LGBTQ+ studies, and sociolinguistics, outlining possible future directions for intersectional research. 

Editors and Affiliations

  • Columbian College of Arts and Sciences, George Washington University, Washington, USA

    Joshua M. Paiz

  • Department of Language and Literacy Education, University of Georgia, Athens, USA

    James E. Coda

About the editors

Joshua M. Paiz is a teaching assistant professor in EAP at George Washington University, USA. His current research focuses on LGBTQ+-inclusive pedagogies and teacher education and neurodiverse access and inclusion in ELT. His previous works include Queering the English Language Classroom: A Practical Guide for Teachers (2020).

James E. Coda is an instructor in the Intensive English Program in the Division of Academic Enhancement at the University of Georgia, USA. His professional experience spans higher education as well as K-12, and his research centers on LGBTQ+ issues and queer theories/pedagogies in language teaching and learning.


Bibliographic Information

  • Book Title: Intersectional Perspectives on LGBTQ+ Issues in Modern Language Teaching and Learning

  • Editors: Joshua M. Paiz, James E. Coda

  • Series Title: Palgrave Studies in Language, Gender and Sexuality

  • DOI: https://doi.org/10.1007/978-3-030-76779-2

  • Publisher: Palgrave Macmillan Cham

  • eBook Packages: Social Sciences, Social Sciences (R0)

  • Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive licence to Springer Nature Switzerland AG 2021

  • Hardcover ISBN: 978-3-030-76778-5Published: 06 August 2021

  • Softcover ISBN: 978-3-030-76781-5Published: 07 August 2022

  • eBook ISBN: 978-3-030-76779-2Published: 05 August 2021

  • Series ISSN: 2947-9169

  • Series E-ISSN: 2947-9177

  • Edition Number: 1

  • Number of Pages: XVII, 288

  • Number of Illustrations: 17 b/w illustrations

  • Topics: Applied Linguistics, Language Education, Gender Studies, Modern Languages, Sociolinguistics

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