EFL teachers´conceptions and ideologies toward incorporating queer content in their classrooms.

Abstract

It has been proven that in English language classrooms students examine various identities and learn the language simultaneously. Not only that but both teachers and learners with diverse sexual identities are inherently encompassed in the language classroom (Tran-Thanh, 2020). Nevertheless, when it comes to identity discussion, cultural and racial rather than sexual identity are the focus. Likewise, educators tend to be reluctant to encourage classroom conversations related to sexual identities other than heterosexuality (Liddicoat, 2009). Consequently, a heteronormative language classroom is promoted, while other sexual identities are suppressed. More importantly, the lack of attention to sexual identities can cause problems to learners as they should find the English language classrooms as a safe space to increase both their cultural awareness and increase their linguistic proficiency (Barozzi & Ojeda, 2016). For the most part, the English language classroom must serve as a safe space for students to explore diverse facets of their identities as they are learning the language. More importantly, whereas most educators promote healthy and respectful relationships among students, not all learners have the same experience. Specifically, pupils who identify as part of the LGBTQ+ community tend to feel less safe, respected, and valued than do their heterosexual and cisgender peers (Paiz, 2018). Therefore, a discriminating learning environment may hinder students’ language learning. For instance, pupils may be prevented from producing meaningful language as they are ashamed of writing or speaking about their queer issues. In this sense, LGBTQ+ students, including myself, tend to feel isolated and dispraised at school because of our sexual orientation as we are not represented in the language classroom. In my own experience, throughout all the English language courses I have enrolled in, I have been assigned numerous tasks that demotivated me to complete them as I could not relate to the content.