{"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":"2017-01-01T21:00:00+03:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36007/galley/26859/download/"}]}