Sexual Identities in ESL: Queer Theory and Classroom Inquiry

Sexual Identities in ESL: Queer Theory and Classroom Inquiry

Today, many studies are conducted in the field of EFL/ESL for the improvement of textbook curricula and educational pedagogies. One of the key focuses is identity as well as its impact on teaching and learning. Indeed, it plays an essential role in the EFL/ESL classroom. However, there is one type of identity, ‘sexual identity,’ that has been neglected in the EFL/ESL classroom. In this article, Sexual Identities in ESL: Queer Theory and Classroom Inquiry, the author “proposes that queer theory, an emerging body of work that draws on poststructuralist theories of identity, may be of practical use in both explaining why gay-friendly teaching practices are important and suggesting how such practices might be accomplished. Queer theory shifts the focus from gaining civil rights to analyzing discursive and cultural practices, from affirming minority sexual identities to problematising all sexual identities. Pedagogies of inclusion thus become pedagogies of inquiry.” (Nelson, 373) The article also provides insights for educators on how to handle problems in the ESL/EFL classrooms when confronting topics in relations to lesbian and gay identity. The article addresses the following 4 questions:
“1. How are sexual identities theorized according to queer theory?
2. What does theory imply for classroom practice?
3. What did this researcher find noteworthy while observing an ESL class discussion in which the topic of lesbian and gay identities came up?
4. How can classroom practice be analyzed with queer theory in mind?”
(Nelson, 374)

The first question is answered by the author providing an explanation for definitions of the word queer. First, it can be used to reject the traditional sense of sexual identity, and second, it can signify, gay, lesbian, bisexual, or transsexual. The author also adds that queer theory should be based upon the actions of their participants rather than standards created by other individuals. The article is intended to look at the teaching of sexual identities through a queer theory, not just by the teaching of lesbians and gays.

The author answers the second question by describing how portraying sexual identities, such as gays and lesbians, can be a difficult task in ESL/EFL textbooks. It is almost impossible to determine someone’s sexual identity by their appearance alone. Therefore, teaching of queer theory should be through an inquiry approach (open-ended questions) “analyzing how language and culture work with regard to all sexual identities” (Nelson, 377). Teachers are unable to provide answers to all possible questions, but, they should investigate and lead the students in the classroom to discuss their thoughts on sexual identities. Some of these thought provoking discussions should deal with how certain sexual identities have been portrayed as natural or unnatural.

The third and fourth question is answered through research the author has conducted. She observed a grammar-based ESL class at a community college while writing a transcript of the class’s discussion with an experienced ESL teacher. The teacher, Roxanne, through inquiry approach, introduced topics involving sexual identity. There were 26 immigrant and refugee students in the class, from 13 different countries. They were at an advanced level between the ages of 20-70.
The teacher asked the class whether two 30 year old men walking arm and arm down a street in the United States could be brothers. The author found it noteworthy to write that the question was asked four times. She did not know whether they were surprised by the question, or fascinated with it. Eventually though, several students participated with many of them agreeing that the men were gay. The students seemed sure of their answers and often compared it to two men walking arm and arm in their country. Some would make comments on how people of the same sex holding hands may be seen as gay in America, but in their country it is normal and only shows friendly affection. Others would say how two men holding hands in their country would be seen as immoral, and may even be shot. The dialogue continued with a discussion of how certain actions among people can portray their sexual identity, and how its portrayal affects their own actions with their friends. The teacher’s topic of discussion on sexual identity indicates how “the students’ comments are congruent with a queer theory view of sexual identities as culturally readable acts of positioning that are inevitable, if complex, part of day-to-day interactions.” (Nelson, 388)

The author of this article provided an insightful look on the teaching practice of queer theory in the ESL/EFL classroom. She showed the importance of the discussion of sexual identities in the EFL/ESL classroom and its relevance to language and culture. Her indication of teaching sexual identities, through an inquiry method, is a fantastic idea and I believe contributes effectively to the field of TESOL. Most importantly, the author explained how the inquiry method can improve a teacher’s ability, who doesn’t feel they are experts in the field of sexual identities. I also did not feel competent in teaching about gays and lesbians in the EFL/ESL classroom until I read this article. Now I see that a teacher does not have to be an expert to involve topics on gays and lesbians because they can teach the topics through an inquiry approach.

This article has definitely opened my eyes and showed me how feasible it is to teach about sexual identities in the classroom. I know that I would definitely feel more comfortable teaching topics such as gay marriage in an EFL classroom with advanced students over the age of 18. However, 5 years ago during my 1st grade student teaching experience, I was asked to read and talk about the book, Heather Has Two Mommies. The book was about a little girl born into a family of two mothers. I wasn’t quite comfortable reading the story and discussing a 7 year old girl raised by two women. I don’t know why, I just couldn’t do it. Perhaps this is because of the age of the students, or I was merely afraid to say something wrong and meet disapproval from the parents. In either case, what I would ask this author is if a teacher can approach younger learners about sexual identities through an inquiry method? Is there alternative way of teaching about gays and lesbians for younger learners other than the inquiry approach? Though this method may work well for advanced learners of EFL, does it break down when applied to children?