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Gauging Reactions & Addressing Challenges


 
Dublin Core PKP Metadata Items Metadata for this Document
 
1. Title Title of document Gauging Reactions & Addressing Challenges - Queering the English Language Classroom
 
2. Creator Author's name, affiliation, country Joshua Paiz; New York University (NYU) Shanghai NYU Silver School of Social Work;
 
3. Subject Discipline(s) English Language Teaching
 
4. Subject Keyword(s) ELT; TESOL; queer theory; LGBTQ; English teaching; language learning; classroom culture; inclusion in classroom
 
5. Subject Subject classification English Language Teaching; TESOL; Queer Theory
 
6. Description Abstract This chapter expands on current queer and LGBTQ+ work in fields allied with English language teaching (ELT) by addressing the need to integrate queer perspectives into the classroom critically. This chapter provides educators with a holistic guide to assessing students’ varied reactions to the queered educational space, with an eye towards using guided reflections to help teachers reflexively plan future sessions that deal with LGBTQ+ content/themes. Additionally, this chapter will present recommendations for how to address institutional, parental, and student issues in queering the language classroom.
 
7. Publisher Organizing agency, location Equinox Publishing Ltd
 
8. Contributor Sponsor(s)
 
9. Date (YYYY-MM-DD) 01-Oct-2020
 
10. Type Status & genre Peer-reviewed Article
 
11. Type Type
 
12. Format File format PDF
 
13. Identifier Uniform Resource Identifier https://journals.equinoxpub.com/books/article/view/36313
 
14. Identifier Digital Object Identifier 10.1558/equinox.36313
 
15. Source Journal/conference title; vol., no. (year) Equinox eBooks Publishing; Queering the English Language Classroom
 
16. Language English=en en
 
18. Coverage Geo-spatial location, chronological period, research sample (gender, age, etc.)
 
19. Rights Copyright and permissions Copyright 2014 Equinox Publishing Ltd