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Qualitative interviews with four former LGBTQ+ ESOL learners were analyzed thematically, showing limited classroom opportunities to build LGBTQ+ identity, yet clear benefits from expert-facilitated LGBTQ+ content. Recommendations emphasize inclusive reframing and student empowerment.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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learners in ESOL classrooms?","Question",{"text":63,"@type":64},"The study aimed to understand how LGBTQ+ students perceive how sexual diversity is framed in classrooms and what effects that framing has on their language and identity development.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the research conducted?",{"text":68,"@type":64},"Qualitative interviews were conducted with four LGBTQ+ former ESOL learners in the San Francisco Bay Area, and the responses were thematically coded.",{"name":70,"@type":61,"acceptedAnswer":71},"What main finding emerged about LGBTQ+ identity building in ESOL classes?",{"text":72,"@type":64},"Participants strongly desired professional advancement and also wanted to affirm an LGBTQ+ identity, but the ESOL classroom provided few opportunities to construct that identity, while expert-facilitated LGBTQ+ content brought multiple 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heteronormativity in ESOL classrooms may prevent lesbian, gay, bisexual, transgender, or queer (LGBTQ+) students from producing meaningful language output and negotiating their identities in new social contexts (e.g., Liddicoat, 2009). This study aimed to understand (a) how LGBTQ+ students perceive the framing of sexual diversity in classrooms and (b) the subsequent effects on their language and identity development. Qualitative interviews with 4 LGBTQ+ former ESOL learners 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. Teachers should reframe classroom discussions to be maximally inclusive and should choose an approach to discussing LGBTQ+ content that allows students to empower themselves.  \nIntroduction  \nWhat might it look like to think queerly and transnationally—in tandem—about teaching, and what modes of inquiry can provoke new thinking on these sometimes contentious matters, among multiple audiences? (Nelson, 2009, p. 110)  \nThis article responds to Nelson’s question at the intersection of  \nqueer inquiry,1 transnational migration, and English as a sec  \nond language education. Professional fields such as Teaching English to Speakers of Other Languages (TESOL), Composition, Sec  \nThe CATESOL Journal 29.1 • 2017 • 1  \nond Language Studies, and Second Language Writing have recognized that learning English necessarily involves the negotiation of identity as students participate in new physical or imagined communities and contribute to classroom discourse (e.g., Pavlenko & Norton, 2007; Vitanova, 2005) . The idea that identity and positionality influence learning, associated with the sociocultural turn in TESOL, supports the conceptualization of the classroom as a contact zone, a “social space where cultures meet, clash, and grapple with each other”(Pratt, 1999, p. 584), allowing explicit reflection on the identities students are assigned amid the power relations of the institutional setting. As students read, write, speak, and listen their way into (or against) classroom discourses, they also challenge, redefine, and remake themselves.  \nHowever, while the topics of cultures, ethnicities, and gender differences are commonly embedded in English for Speakers of Other Languages (ESOL) curricula and commonly arise inESOL classrooms, lesbian, gay, bisexual, transgender, or queer (LGBTQ+) identities are often absent from curricula and materials, or presented as inherently controversial (de Vincenti, Giovanangeli, & Ward, 2007) . LGBTQ+ texts, discourses, and cultural perspectives are highly politicized and publicized around the globe (Cruz-Malavé & Manalansan, 2002), yet there is a disconnect between the presence of LGBTQ+ people in the world and the absence of recognition of the LGBTQ+ experience in the ESOL classroom. Since classroom discourses construct the range of “allowable identities” for many immigrant students as well as render LGBTQ+ issues discussable, my project aims to investigate how ESOL classrooms frame LGBTQ+ topics and the subsequent effect on LGBTQ+ students’ development as authoritative language users.  \nThere has been some discussion of how to address, reframe, or prevent homophobia in the classroom (e.g., Nelson, 2009; O’Mochain, 2006), which has generated invaluable resources for LGBTQ+-identified and non-LGBTQ+–identified ESOL teachers alike (e.g., Royal, 2012) . Furthermore, some scholars in TESOL and English education have convincingly argued for a queer perspective on mainstream ESOL teaching practice and materials development. Examples include depictions of same-sex couples alongside opposite-sex cou","cbCaifeJfS9AGv83","https://ap.wps.com/l/cbCaifeJfS9AGv83","pdf",218976,21,"English","# Introduction\n## Queer inquiry and transnational migration\n## Framing LGBTQ+ topics in ESOL classrooms\n## Genesis and scope of the project","[{\"question\":\"What was the goal of the study on LGBTQ+ learners in ESOL classrooms?\",\"answer\":\"The study aimed to understand how LGBTQ+ students perceive how sexual diversity is framed in classrooms and what effects that framing has on their language and identity development.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"Qualitative interviews were conducted with four LGBTQ+ former ESOL learners in the San Francisco Bay Area, and the responses were thematically coded.\"},{\"question\":\"What main finding emerged about LGBTQ+ identity building in ESOL classes?\",\"answer\":\"Participants strongly desired professional advancement and also wanted to affirm an LGBTQ+ identity, but the ESOL classroom provided few opportunities to construct that identity, while expert-facilitated LGBTQ+ content brought multiple benefits.\"}]","LGBTQ+ Voices From the Classroom - Insights for ESOL Teachers | PDF",1792086178,53]