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{
    "pk": 36007,
    "title": "LGBTQ+ Voices From the Classroom: Insights for ESOL Teachers",
    "subtitle": null,
    "abstract": "Research has indicated that heteronormativity in ESOL classrooms may prevent lesbian, gay, bisexual, transgender, or queer\n(LGBTQ+) students from producing meaningful language output\nand negotiating their identities in new social contexts (e.g., Liddicoat, 2009). This study aimed to understand (a) how LGBTQ+\nstudents perceive the framing of sexual diversity in classrooms\nand (b) the subsequent effects on their language and identity development. Qualitative interviews with 4 LGBTQ+ former ESOL\nlearners in the San Francisco Bay Area were conducted and thematically coded. Results indicated that the strong desire for professional advancement dovetailed with the desire to affirm an LGBTQ+ identity, yet the ESOL classroom provided few opportunities to construct an LGBTQ+ identity. However, expertly facilitated LGBTQ+ content provided numerous benefits to learners.\nTeachers should reframe classroom discussions to be maximally\ninclusive and should choose an approach to discussing LGBTQ+\ncontent that allows students to empower themselves.",
    "language": "eng",
    "license": null,
    "keywords": [],
    "section": "Theme Section - 2016 Graduate Student Research Contest",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/1pv296g3",
    "frozenauthors": [
        {
            "first_name": "Evan",
            "middle_name": "",
            "last_name": "Kaiser",
            "name_suffix": "",
            "institution": "San Francisco State University",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "2017-01-01T18:00:00Z",
    "render_galley": null,
    "galleys": [
        {
            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/catesoljournal/article/36007/galley/26859/download/"
        }
    ]
}