I’ve been home for a week now, and it’s been a comfortable life. I must admit that one of the most challenging parts of being a migrant academic with a 9-month teaching load is keeping myself disciplined and still working during the summers. It’s so tempting to just take the dog to the park, play Mass Effect Andromeda or watch Star Trek: The Original Series on infinite loop.
Granted, for the first week, I’ve kept myself busy preparing to sit for the Praxis exams in the hopes of getting my Maryland state teaching license (for a possible career move), working on grant applications, and carrying out revisions to hopeful publications. Oh, and reading. Let’s not forget that any academic worth their salt—and this includes applied linguists—must read and read a lot.
And, I must admit that I am heartened to see one of our professional organizations take such a sustained and multi-angle interest in LGBT+ issues in the field. TESOL International has run some LGBT+ focused newsletter articles for their various interest sections lately, and both TESOL Journal and TESOL Quarterly have had some great articles coming out/in-press on the topic. To quote Martha Stewart, “It’s a good thing.”
I was reading a recent article in the Social Responsibility-IS newsletter that got me to thinking more. In this article (link below), Kelly and Lewis (2016) discuss four avenues for queering the classroom. It’s their final one, “include topics of sexual literacy”, that I think is the most interesting. It’s interesting because it speaks to material creation issues, which I’ve written about in the past (Paiz, 2015, 2016, in press). Kelly and Lewis go one step further, they start recommending materials that the reader might find useful to queering the classroom.
So, this brings me to the idea. We need a—you guessed it—curated, web-based repository of queer teaching materials and lesson plans appropriate for ESL/EFL students. This pool of resources could include summaries of publicly available materials and how educators have used them in their own classes, scaffolds to make the materials linguistically appropriate/accessible to language learners, and (best of all) teacher created materials with a reflection of how the teacher tailored the content to their institutional context. This could be a massively useful resource and allow us to point early service teachers and those that are new to queering the classroom towards a concrete bank of trusted ideas, best practices, and suitable materials. It’s grant writing time!!! Whose going to join me in making this thing come to life?
Kelly, M., & Lewis, A. (2016, June). Creating inclusive classrooms for LGBTQIA ESL students. TESOLers for Social Responsibility. Accessible from: http://newsmanager.commpartners.com/tesolsris/issues/2017-06-07/5.html
Paiz, J.M. (2015). Over the monochrome rainbow: Heteronormativity in ESL reading texts and textbooks. Journal of Language and Sexuality, 4(1), 77-101.
Paiz, J.M. (2016, October). A call to queer L2 writing. SLW News. Accessible from: http://newsmanager.commpartners.com/tesolslwis/issues/2016-10-14/3.html
Paiz, J.M. (Forthcoming). Queering ESL teaching: Pedagogical and materials creation issues. TESOL Journal.