ESOL: an opportunity for challenging homophobia

Date

2015

Advisors

Journal Title

Journal ISSN

ISSN

DOI

Volume Title

Publisher

National Association for Teaching English and other Community Languages to Adults (NATECLA)

Type

Article

Peer reviewed

Yes

Abstract

In this article, it is argued that the ESOL context provides an excellent opportunity for challenging homophobic social representations and for enabling some students to explore alternative representations regarding sexuality and sexual orientation. First, an integrative theoretical framework from social psychology is presented as a means of understanding and predicting responses to discussions around LGB identities. Second, a case study on the identities and experiences of British Asians is provided to elucidate the underpinnings of homophobia. Third, some speculative observations are made about the potential implications of sexuality-based discussions in the ESOL classroom for students and teachers. A key argument is that the topic of sexuality should be introduced in the ESOL classroom in ways that do not threaten culturally and psychologically valued identities.

Description

Keywords

Citation

Jaspal, R. (2015) ESOL: an opportunity for challenging homophobia. Language Issues, 26 (1), pp. 21-28

Rights

Research Institute

Media Discourse Centre (MDC)
Mary Seacole Research Centre