Recognising and including LGBTQ+ identities in language teaching
Aimed at teachers to help them consider recognition and inclusion in language teaching, in development with LGBTQ+ Equality Steering Group听(最准的六合彩论坛 LESG) and colleagues across 最准的六合彩论坛.
14 June 2021
The idea of creating a short toolkit aimed at language teachers at 最准的六合彩论坛 was inspired by a series of workshops听for language teachers听on 鈥楻ecognising LGBTQ+ identities in language teaching materials鈥 led by (IOE, 最准的六合彩论坛's Faculty of Education and Society)听in 2019-2020. These were very well听attended听and it became clear that many of us had thought听carefully听about听recognition and inclusion听in relation to our language teaching, but also that many of us struggled to find an approach that we were happy with.听
John has continued to lend us support during the writing of this toolkit, for which we want to thank him. We would also like to thank 最准的六合彩论坛 Grand Challenge of Justice and Equality who awarded John a small grant in 2019 to get the project going. However, any shortcomings in what follows are the sole responsibility of the authors.听
We are aware that some people teach multiple languages, and that many languages are spoken in听a number of听countries. To avoid constantly having to write听clumsy sentences like听鈥渢he language(s) is/are听spoken in a/several country/ies鈥, we will听tend to use听singular throughout.听
This resource was designed to facilitate reflection and discussion among individual teachers, module and programme teams or departments. It is meant to support colleagues in starting to think more about recognition听in their day-to-day modules as well as in their curricula more broadly. The toolkit is therefore not meant to be a comprehensive discussion about recognition but should rather be seen as an actionable document, a place to start conversations and, ultimately, encourage change that will make our teaching more inclusive for students as well as staff.听听
When learning a new language 鈥榯he teacher help[s] individual learners to find their own new voices in the new language, and to mediate between these new voices and their first language voices.鈥 (Kullman, 2013, p. 21) The strong emphasis on identity and on finding new voices are the reasons we have designed the toolkit with language teachers in mind.听
Nevertheless, all education engages with identity and the finding of one鈥檚 voice(s), so we hope and think that our suggestions will be useful for teachers in all faculties, across all disciplines. However, if anybody wants to adapt this toolkit to their own discipline, please get in touch with us to discuss, or submit feedback 听听
Meet the authors听
- How to get started
When thinking about change, a common question is 鈥榳here do I听start鈥, especially as most听of us听have numerous projects competing for our time.听There might also be fears of stereotyping or essentialising, particularly where a teacher does not identify with the groups they are trying to include and represent.听Likewise,听LGBTQ+听teachers听themselves听might not want to include their听own听personal perspectives.听听
From the start听then, we want to recognise the value of taking small steps, piloting approaches and evaluating as you go along.听Including a transgender character in dialogue, ensuring family patterns go beyond mum, dad and two children, and/or discussing how pronouns are used in a language in relation to a听range听of gender identities are all great starting points.听
A first step could听therefore听be to include听more diverse voices into your materials without challenging your entire curriculum. Voice can mean different things, but here we take it to听mean:听who gets to speak and tell their story; whose worlds are we invited into; who are we asked to relate to and identify with.
Once you have begun including听more听diverse听voices,听you might then go on to thinking critically about听aspects such as听reading lists听and invited speakers. And at some point, you might be comfortable听with discussions听of听some of听the structural and discursive issues about听recognition听and inclusion听that are meaningful to your students.听听
Top Tip
A pragmatic starting point could be 最准的六合彩论坛鈥檚 Peer Dialogue (Option A), the flexibility of which can provide some structure and support for groups of colleagues听wanting to discuss听recognition. Option C, working with Student Reviewers,听could听be a way to ensure that students are involved in the discussions. Finally, you might be able to get some funding by applying for a 最准的六合彩论坛听ChangeMakers听project.听
In the following part, we will introduce three ways to approach听LGBTQ+ recognition and inclusion.听These are:
- identify
- include
- problematise/question
It is important to say that no individual way听is meant听to be seen听as inherently better than another, and there is no suggestion that teachers should always strive for the third category, for instance. As Giroux (2020) argues 鈥榌p]edagogy听must always be contextually defined, allowing it to respond specifically to the conditions, formations, and problems听that arise in various sites in which education takes place.鈥 (p. 86)听听
Before moving on,听we want to recognise that there are听other resources听that听discuss听recognition and inclusion听using听roughly听the same听three categories. We are not听committed to听any one model, but we have added a range of materials at the end听of the toolkit if you want to take a deeper dive into听thinking about听recognition, gender and sexuality.听
This is also why we will not go into听great detail听about the research underpinning this toolkit, as we would like it to be short, to-the-point and user-friendly. However, you might find that, like the authors of this toolkit, once you begin thinking听more听about听recognition听and inclusion,听it leads you down unforeseen rabbit holes where, in the words of Alice in Wonderland: 鈥榠t鈥檚 no use going back to yesterday, because I was a different person then.'
- Read Anne Moore's experiences of studying Italian, Mandarin, BSL and Hungarian (Anne is a 最准的六合彩论坛 LGBTQ+ Equality Steering Group Member and former Co-Chair)
I have studied Italian, Mandarin, BSL and Hungarian during my time at 最准的六合彩论坛 and have had a range of positive experiences in the classroom as an openly lesbian woman. My identity has not been an issue for staff or students in the classroom, although I did find it sometimes necessary to overcome mostly heterosexual examples given to learners when speaking about family members and learning pronouns from textbook resources. Having to correct pronouns, rather than the ones I was taught to use to describe family members, was听something听which I encountered 20 years ago as an undergrad student learning French in a different institution. I was a terrible French student and the tutor automatically assumed I had used the wrong gender pronoun to speak about a partner. I received a very 'red pen heavy' marked up essay and this experience of correcting the tutor in an uncomfortable tutorial has stayed with me to this day!
In this part, we have collected some of the questions that colleagues have asked us. We have given some pointers and suggestions for further reading and resources.
We will update this page as new guidance and FAQs听are developed.听听
- My lessons are focused strictly on the language,听so听my students and I don鈥檛 have time for anything additional
As language teachers, we never teach languages in a cultural vacuum. Even if we are focusing strictly on grammar, we still analyse the mechanisms of the given language using sentences with a certain cultural meaning and within a certain context.听
Try to look听critically at the language materials you are working with. How often听do听the sentences in your grammar exercises assume听heteronormativity? Think about such simple examples as:听鈥楯ohn and Ann are in love鈥,听鈥楳um and dad went to the theatre鈥.听There is nothing wrong with them听per se, yet if all exercises听show grammatical structures using only heteronormative examples, it simply does听not听reflect the complexity of听real life.听听听
- Neither I nor any of my students听identify as LGBTQ+ so it would feel strange to add any materials related to LGBTQ+ issues
The reality is that most of the time we do听not听know much about听our students鈥櫶齭exual or gender identities.听And what is more, we听have to听remember听that听our assumptions听can听cause a great deal of stress for our students.
Teachers are certainly not听in a position听to ask their student about their sexual or gender orientation, or out them to the class.听Unfortunately, many language teaching materials can refer to private topics in a way that can be听insensitive.听For example, when teaching family-related vocabulary, we should be aware that not everyone in the class might identify with the family patterns presented in our workbooks.
Make sure you do听not听put听your students in a position where听they听have to听answer questions such as听鈥楧o you have a boyfriend?鈥櫶齌eachers can听change exercises听that seem听to be听invading personal space by听making them听about fictional听characters听instead of students听themselves (or at least giving that option). Often it听is听not about adding any special materials but about making sure the existing materials听recognise the diversity and do not make anybody feel uncomfortable or excluded.听听
At the same time, it听is听worth asking yourself whether your students 鈥撎齣rrespective of听their own sexual and gender orientation 鈥 really do听not听want any LGBTQ+ materials听in听your language lessons (see听for instance听Nelson, 2015).听And we might add: if they do not want LGBTQ+ materials, that is听in itself worth听discussing and challenging.听听
Finally, we suggest having a look at the research by Macdonald, El-Metoui, Baynham and Gray, 2014.听
- I do not myself identify as LGBTQ+听and am therefore concerned听that I听will听be听stereotyping听when I include these groups in my materials?听听
Recognising the fact that there is such a risk is already valuable self-reflection. And as is听mostly听true in teaching generally, small steps are often the best way to move forward. Never do anything in your teaching you do not feel comfortable with听鈥 but reflect on why something might make you feel听uncomfortable.听It is worth asking yourself whether not identifying as LGBTQ+ is really a valid reason not to include this specific representation in your teaching. Do you also feel you should never include representations听of groups that are not your age (so for instance as an adult you never mention children),听not your social听group听(do you, for example,听feel similarly uncomfortable when听mentioning that听Carmen听portrays a Bohemian lifestyle)听or not your听sexuality听(can听LGBTQ+ teachers not include heterosexual love in their teaching)? In other words, do we really have to identify with every group of people we want to include in our teaching materials?听听
Remember that teaching is always also a learning experience. Once you start to be more critical when choosing and developing your teaching materials, you will probably question some of the materials you have been using so far, as well as see the opportunities to introduce LGBTQ+ issues and improve the materials you work with.听听听
One way of introducing wider representations into your classes is by including authentic materials in the target language. In this way you allow people, groups and organisations to introduce themselves in their own words.听听听
- In the country where the language I am teaching is spoken, it is still politically controversial to be LGBTQ+. How do I ensure my students understand this and can navigate these differences?听
When teaching a language, we are inevitably听teaching about the culture of the country,听but as language teachers, we are not expected to provide a thorough analysis of the legal and social situation of LGBTQ+ people in the country where the language we teach is spoken. While rights affecting LGBTQ+ people vary greatly by country, please bear in mind that the given legal framework, the current government policy and the social attitudes around LGBTQ+ issues might not be aligned.听While navigating all these aspects of LGBTQ+ rights,听a good starting point is听to direct students to reliable sources for the country听of the target language. We suggest that you bear the following points in mind听to avoid听stereotyping:听law, government policy, a range of social attitudes in the population,听and key LGBTQ+ organizations.听听
This provides information about LGBTI rights in European countries.听
- Some of my students come from religiously observant families听and might believe that being LGBTQ+ goes听against their religion. How can I introduce LGBTQ+听identities听in my classroom听whilst听respecting their beliefs?听听
Firstly, bear in mind听that each faith is part of a spectrum of beliefs and that within each religion there are听both听more听liberal听and more conservative听voices; do not just consider the most conservative or orthodox voices as spokespeople of the religion as听these听different听positions听will often听view听LGBTQ+听in听different ways.听
Secondly, remember that when teaching topics like gender and sexuality, we do not have to ask students about their opinions听(try to flip this around:听how often do we ask about students鈥 attitudes towards heterosexuality? And would we ever ask a student about their attitude towards women?)听We can听teach relevant vocabulary听and grammar, tell interesting stories, explore important people and historic events听etc.听without discussing whether we agree or disagree听and听without听expressing听our own attitude to them.听This does not mean we cannot discuss problems and difficulties, of course, which would be another way of erasing the struggles that LGBTQ+ people face.听
Maybe a class could include several voices:听for听instance, someone identifying as both religious and LGBTQ+, or听a spokesperson from an LGBTQ+ organisation talking about how to make听room听for听different genders and sexualities听within听a听religious space.听
Finally, this might also provide听the opportunity听in a classroom to talk about how we can use language to talk together and disagree while being respectful and mindful of the people we disagree with.听
- When teaching, I encourage students to speak in听the听target language. Discussions about LGBTQ+ topics would require using advanced vocabulary. How can I introduce these topics in a听beginner's听course when students cannot听yet engage in any extended discussions?听
Often it听is听not about introducing听particular听topics听as such but rather about a critical approach to the materials you are already working with.听听
You might consider these simple ideas for a beginner's听course:听
- When introducing pronouns, explain how the pronouns are used by non-binary people in the language you teach.听
- In language materials covering vocabulary needed to talk about family, make sure students have access to basic words and grammatical structures to describe families that are not听heteronormative. Sentences such as听鈥楽he has a wife鈥櫶齩r听鈥楬is听dads鈥櫶齨ames are听Marcin听and Ahmed鈥櫶齛re exactly听the kind of听language听that听beginners can understand already or should learn at this stage.听
- When introducing numbers, you can use statistics听relating to LGBTQ+. For example, at听听you can find maps and graphs with very little text. It is a useful resource that can be used to practise numbers听in your target language in a meaningful context but without overwhelming beginners with content that is above their level.听听
- What do I do if my students respond negatively to the inclusion of LGBTQ+ characters?听听
In many ways, it is precisely because some people still respond negatively to LGBTQ+ people that we听have to听ensure we include听LGBTQ+听perspectives in our teaching.
While we do not all have to agree on everything, we can ensure that our classrooms and our pedagogy听allow students to see and understand a range of perspectives and support them听鈥榯o go beyond the world they already know to expand their range of human possibilities.鈥 (Giroux, 2020, p. 92)听In听Equality, Diversity & Inclusion Strategy 2015-2020听最准的六合彩论坛 stated: 鈥榃e wish to foster a positive cultural climate where all staff and students can flourish, where no-one will feel compelled to conceal or play down elements of their identity for fear of stigma. 最准的六合彩论坛 will be a place where people can be authentic and their unique perspective, experiences and skills seen as听a valuable asset听to the institution.鈥 最准的六合彩论坛 is committed to ensuring a safe, welcoming and inclusive working and learning听environment听for all members of the 最准的六合彩论坛 community. For more information see听/equality-diversity-inclusion/dignity-ucl/prevention-bullying-harassment-and-sexual-misconduct-policy.听
- I want听to read more
Below听are some听websites听you might want to start with.听We have added a few comments to make it easier to know where to begin. Please feel free to send us other key resources you know of so we can keep the list as听up to date听as possible (email:听j.hansen@ucl.ac.uk)听听
Further help
- LGBTQ+ Equality Steering Group
- LGBTQ+ Equality
- Friends of Out@最准的六合彩论坛
- References and further reading听
- Contact Out@最准的六合彩论坛, should you need any help.听
Click to view references and further reading听
- About LGBTQ+ issues听
听 - Equality Act 2010 protects people in the UK against discrimination, harassment or victimisation in employment, and as users of private and public services based on nine protected characteristics: age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex, and sexual orientation.听
/equality-diversity-inclusion/committees-and-social-networks/outucl听-听Out@最准的六合彩论坛听is a staff social network and is a way for LGBTQ+ staff at 最准的六合彩论坛 to get to know each other and take part in social events.听
/equality-diversity-inclusion/equalityucl/new-ucl-plan-launched-ensure-momentum-equity-and-inclusion/equity-and-inclusion-plan听- 最准的六合彩论坛 Equity and Inclusion Plan 2020-21听
/equality-diversity-inclusion/sites/equality-diversity-inclusion/files/edi_strategy_2015-2020.pdf听- 最准的六合彩论坛 Equality, Diversity & Inclusion Strategy 2015-2020听
听- Stonewall is an LGBT rights charity in the United Kingdom.听听
听听听
听- Human Rights Watch investigates and reports on abuses happening in all corners of the world. HRW website gives access to content in many languages so it can serve as a source for texts in the language you teach.听
听-听ILGA is听a global voice of LGBTI networks, communities and movements.听听
听- ILGA-Europe website is a source of information regarding the current situation of LGBTI in Europe and Central Asia.听听
听 - Rainbow Europe brings together both the legal index of LGBTI equality based on听their听Rainbow Europe Map and an overview of the social climate for LGBTI people in each European country. It allows users to filter the map based on different themes, download reference materials for free and compare a particular country鈥檚 standing with the European average.听
听- A great听and very inspiring听best-practice-guide听from the University of Birmingham. It is听longer听(40 pages)听and goes into some discipline-specific discussions that were beyond the scope of this toolkit.听听
- About inclusive pedagogy听
听- This learning resource is designed to facilitate an exploration of LGBTQ+听lives and an engagement with issues of sexual and gender diversity in the adult ESOL classroom. It explicitly addresses three protected characteristics under the 2010 Equality Act: sexual orientation, gender identity and marital status.听听
听-听While this guide is aimed at secondary schools, it听is听a great source for inspiration. See especially page 26 onwards focusing on foreign language teaching. See also: Stonewall, Delivering LGBTQ+-inclusive Higher Education.听
听- Warwick International Higher Education Academy: Support for Trans & Gender-diverse Students and Learning in the Academic Context.听
听- Center for Open Educational Resources and Language Learning University of Texas at Austin: Inclusive Pedagogy and the Language-Learning Classroom.听
听- Teaching Tolerance, Southern Poverty Law Center: Best Practices for Serving LGBTQ Students听
听- Cultural Diversity: Managing Same-Sex Orientation In The Classroom by Henny Burke听
听-听Gender and sexuality in English language education: Focus on Poland by听艁ukasz Paku艂a, Joanna Pawelczyk and Jane Sunderland听听
听-听听Towards a cultural politics of LGBT issues in the ESOL classroom, a seminar series.听
- Other literature
Backmann, C. and Gooch, B. (2018).鈥疞GBT in Britain 鈥 Health Report. Stonewall.鈥
Coda, J. (2017)听鈥楧isrupting Standard Practice: Queering the World Language Classroom鈥. Dimension.听
Eisenmann, M. and C. Ludwig (Eds.) (2018)听Queer Beats 鈥 Gender and Literature in the EFL Classroom. Berlin: Peter Lang.听
Gray, J. (2021) 'Addressing LGBTQ erasure through literature in the ELT classroom'.听ELT Journal.听听
Gray, J. (2013) 'LGBT invisibility and heteronormativity in ELT materials'. In Gray, J. (ed.)听Critical Perspectives on Language Teaching Materials.听Basingstoke: Palgrave Macmillan.听
Gray, J. and M. Cooke (2019) 鈥楺ueering ESOL: sexual citizenship in ESOL听classrooms鈥.听In Cooke, M. and R.听Peutrell听(eds.)听Brokering Britain, Educating Citizens. Clevedon: Multilingual Matters.听
Kullman, J. (2013) 鈥楾elling Tales: Changing Discourses of Identity in the 鈥淕lobal鈥 UK-published English Language Coursebook鈥.听In Gray, J. (ed.)听Critical Perspectives on Language Teaching Materials.听Basingstoke: Palgrave Macmillan.听
Logan, S.R., Lasswell, T.A., Hood, Y. and听Watson,听D. (2014) 鈥楥riteria for the Selection of Young听Adult Queer Literature鈥,听English Journal.听103/5 :听30 41.听
Macdonald, S. (2014)听Exploring LGBT Lives and Issues in Adult ESOL.听听听
Nelson, C. D. (2015) 鈥楲GBT content: why teachers fear it, why learners like it鈥.听Language Issues: The ESOL Journal, Volume 26, Number 1, Summer 2015, pp. 6-12(7).听
Paiz, J. M. (2020)听Queering the English Language Classroom: a practical guide for teachers.听Sheffield: Equinox.听
This guide has been produced by:
- Authors:听Jesper Hansen, Mazal Oaknin, Maria Smulewska-Dziadosz, Sandra Toffel
- Additional support and contribution: Abbi Shaw
- Feedback and contact with LESG: Anne Moore
The听LGBTQ+ Equality Steering Group听(最准的六合彩论坛 LESG) have fully supported the development of this toolkit which will further LGBTQ+ equality at 最准的六合彩论坛:听听
鈥楲ESG welcome this resource as it expresses a strong commitment by academics to develop best practise, acknowledging and respecting all LGBTQ+ staff and student identities in teaching and learning at 最准的六合彩论坛.鈥櫶
The authors want to send special thanks to Anne Moore for feedback and helpful comments on听drafts of the听toolkit.听Like John,听she听bears no responsibility for any听shortcoming.
You are welcome to use this guide if you are from another educational facility, but you must credit the project.鈥