Abbildung von Paiz / Coda | Intersectional Perspectives on LGBTQ+ Issues in Modern Language Teaching and Learning | 1. Auflage | 2022 |

Paiz / Coda

Intersectional Perspectives on LGBTQ+ Issues in Modern Language Teaching and Learning

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160,49 €

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Buch. Softcover

1st ed. 2021. 2022

xvii, 288 S. 17 s/w-Abbildungen, Bibliographien.

In englischer Sprache

Palgrave Macmillan UK. ISBN 978-3-030-76781-5

Format (B x L): 14,8 x 21 cm

Gewicht: 405 g


This edited book examines how sexuality and sexual identity intersect and interact with other identities and subjectivities – including but not limited to race, religion, gender, social class, ableness, and immigrant or refugee status – to form reinforcing webs of privilege and oppression that can have significant implications for language teaching and learning processes. The authors explore how these intersections may influence the teaching of different languages and how pedagogies can be devised to increase equitable access to language learning spaces. They seek to open the conversation on intersectional issues as they relate to sexuality and language teaching and learning, and provide a conversational space where readers can engage with the notion of intersectionality. This book will be of interest to students and scholars of applied linguistics and language education, gender and LGBTQ+ studies, and sociolinguistics, outlining possible future directions for intersectional research. Joshua M. Paiz is a teaching assistant professor in EAP at George Washington University, USA. His current research focuses on LGBTQ+-inclusive pedagogies and teacher education and neurodiverse access and inclusion in ELT. His previous works include Queering the English Language Classroom: A Practical Guide for Teachers (2020). James Coda is an instructor in the Intensive English Program in the Division of Academic Enhancement at the University of Georgia, USA. His professional experience spans higher education as well as K-12, and his research centers on LGBTQ+ issues and queer theories/pedagogies in language teaching and learning.

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