Addressing LGBTQ Erasure through Literature in the ELT Classroom

Autor/in	Gray, John
Titel	Addressing LGBTQ Erasure through Literature in the ELT Classroom
Quelle	In: ELT Journal, 75 (2021) 2, S.142-151 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-0893
DOI	10.1093/elt/ccaa079
Schlagwörter	LGBTQ People; Instructional Materials; Social Bias; Lesson Plans; Literature + Suchen Sie Ihr Suchwort? Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lesson planning; Unterrichtsplanung; Literatur
Abstract	This article argues the case for the use of well-chosen literary texts as a means of addressing ongoing LGBTQ (lesbian, gay, bisexual, transgender, and queer or questioning) erasure in the ELT classroom. In this way LGBTQ students are offered much-needed recognition and those students who are not LGBTQ are given the opportunity to come to an understanding of those who are. Given the very different circumstances and constraints in which teachers work globally a distinction is made between explicitly queer texts and implicitly queer texts as suitable for different settings. Suggested titles and practical recommendations are included to enable teachers to plan lessons using literary texts in emotionally engaging ways. (As Provided).
Anmerkungen	Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://eltj.oxfordjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01