Queer identity inclusion in the EFL classroom: Vietnamese teachers’ perspectives

Tran-Thanh, Vu

doi:10.1002/tesj.512

Cited by 11 publications

(8 citation statements)

References 47 publications

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“…Sources: Stonewall (2017 [146]), Creating an LGBT-inclusive curriculum: A guide for secondary schools, https://www.stonewall.org.uk/system/files/inclusive_curriculum_guide.pdf (accessed on 7 January 2022); Stonewall (2019 [153]), Creating an…”

Section: Box 23 Creating An Inclusive Curriculum In the United Kingdo...mentioning

confidence: 99%

“…In December 2012, the Netherlands adopted the "Law on Education Goals" for primary and secondary schools that promotes comprehensive sexuality education. For both primary and lower secondary students, the goal is to "learn to respectfully deal with sexuality and diversity in society, including sexual diversity" as a core objective (Ketting and Ivanova, 2018, p. 133 [153]). Sexuality education has been compulsory in the Netherlands since 1993, and the education begins at the age of four.…”

Section: Including Inclusive Sexuality Education In the Curriculummentioning

confidence: 99%

“…In many countries, sexuality education programmes have been primarily designed to inform students about their bodies and to prevent, or reduce, the transmission of sexual diseases, including HIV/AIDS, as well as unwanted pregnancies (Ketting and Ivanova, 2018 [153]). In some contexts, however, it has moved from mere concerns with health and hygiene to a rights-based and a multidimensional focus based on antidiscrimination frameworks, and the acknowledgment of the diversity of experiences in relation to gender and sexuality (Alldred and J.…”

Section: Sourcesmentioning

confidence: 99%

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The Inclusion of LGBTQI+ students across education systems

2022

OECD Education Working Papers

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Box 1.1. Concepts of gender identity and expression, and sexual orientation Box 1.2. How many LGBTQI+ people are there? Box 1.3. Bullying, defined Box 1.4. Being an LGBTQI+ student during the COVID-19 pandemic Box 2.1. Free and Equal: A UN initiative Box 2.2. Conversion therapies in OECD countries Box 2.3. Creating an inclusive curriculum in the United Kingdom Box 2.4. Student challenges to finding accurate, unbiased information Box 3.1. A national priority Box 3.2. Bullied: The story of Jamie Nabozny Box 4.1. Navigating sensitive school environments for transgender students Box 4.2. SCEARE Model: Suggested Practices & Strategies EDU/WKP(2022)11  7 THE INCLUSION OF LGBTQI+ STUDENTS ACROSS EDUCATION SYSTEMS: AN OVERVIEW Unclassified 8  EDU/WKP(2022)11 THE INCLUSION OF LGBTQI+ STUDENTS ACROSS EDUCATION SYSTEMS: AN OVERVIEW Unclassified 1. Who are LGBTQI+ students and why promote their inclusion? EDU/WKP(2022)11  9 THE INCLUSION OF LGBTQI+ STUDENTS ACROSS EDUCATION SYSTEMS: AN OVERVIEW UnclassifiedThe term "gender" is a relatively new term in the discussion on sexuality and identity. Originally used to discuss linguistic differences in nouns that were classified as feminine, masculine, or neutral, "gender" was first introduced in the 1950s to refer to a human identity and not commonly used until the 1970s, then by feminist scholars (Bullough, 2003[2]). As opposed to the biological term "sex", gender has developed to be a psychosocial construct (Council of Europe, 2022[9]). However, many use the terms "gender" and "sex" interchangeably (Ibid.). Gender includes how individuals relate to and express their masculinity and femininity. Although variation from strict cisgender identification and attraction has always been in evidence throughout history, social movements demanding rights for same-sex couples and non-traditional gender identities emerged slowly in Western Europe in the late nineteenth century (Schlagdenhauffen, n.d.[10]), and more definitively as a global movement from the Stonewall Riots in New York City in 1969 (Blakemore, 2020[11]). That event, at which police raided a gay bar, initiated the Gay Pride movement, which is now celebrated in numerous countries.Sexuality is now acknowledged as a multi-dimensional concept, which is characterised by complex interactions between physical, emotional and social, historical and even political factors. For example, according to Jourian (2015[12]), it is possible to differentiate between four components of sexual identity:(1) sex, (2) gender identity, (3) sexual orientation, and (4) gender expression. According to Dorlin (2021[13]) who analyses feminist philosophies from the past 50 years, "sex" can be associated with three different concepts: (1) biological sex, which we are attributed at birth (male or female); (2) gender, which corresponds to social norms, roles, experiences and perceptions; and (3) sexuality, which correspond to sexual practices of sexually active individuals. A widely used definition of sexuality that encompasses its different aspects comes f...

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Section: Box 23 Creating An Inclusive Curriculum In the United Kingdo...mentioning

confidence: 99%

Section: Including Inclusive Sexuality Education In the Curriculummentioning

confidence: 99%

Section: Sourcesmentioning

confidence: 99%

See 1 more Smart Citation

The Inclusion of LGBTQI+ students across education systems

2022

OECD Education Working Papers

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“…In recent years, there has been an increasing interest in gender and language education studies focusing on English language teaching (ELT) discourses, practices, and identities (see Merse, 2015; Moore, 2020; Paiz, 2018; Rhodes, 2019; Tran‐Thanh, 2020; Ulla & Paiz, 2023). While many of these studies offer implications for ELT practitioners, they are aptly focused on the theoretical aspects of queer inquiry and gender identities toward language pedagogy.…”

Section: Introductionmentioning

confidence: 99%

Towards a more equitable ELT practice: Practicing queer inquiry in Thailand's university language classrooms

Ulla,

Paiz

2024

TESOL Journal

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Despite the sustained focus towards inclusive language teaching and queer pedagogy in Teaching English to Speakers of Other Languages (TESOL) and language education in recent years, employing an inclusive pedagogical practice and having language teaching resources that respect the gender identity among lesbian, gay, bisexual, transgender, queer, intersex, and asexual (LGBTQIA+) students remain a challenge in many English language teaching (ELT) classrooms throughout the world. Employing an auto‐ethnomethodological approach, in this article the authors present their teaching practice experience in an attempt to queer their ELT classroom and provide a safe space for all gender identities in learning the language through a queer‐informed language teaching framework in an ELT classroom at a university in Thailand. It is the goal of this inquiry to add to the empirical evidence for gender inclusivity in an ELT classroom. Additionally, this study offers language practitioners consideration for having a queer‐informed classroom where there is diversity, inclusion, and engagement and where students are free to discuss their sexual identities, adding to the growing influence of gender perspective and inclusivity in heteronormative language education.

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“…Extensive textbook analysis and evaluation research has been conducted with a different focus. Some focus on cultural incorporation (Ariawan, 2020;Elmiana, 2019;Setyono & Widodo, 2019), gender representation (Koster & Litosseliti, 2021;Lee, 2018;Sovič & Hus, 2015;Widodo & Elyas, 2020;Yasin et al, 2012), ideology, religion, and identity (Behnam & Mozaheb, 2013;Tran-Thanh, 2020;Vu & Febrianti, 2018;Xiong & Yuan, 2018), type of standard English whether British or American (Lindqvist & Soler, 2022) and the incorporation of moral values (Canh, 2018;Feng, 2019;Puspitasari et al, 2021). Some addressed the idea of promoting critical thinking in listening skills (Irianti et al, 2022), speaking (Viana et al, 2022), and writing skills (Arifin et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

The Level of Thinking Skills in the Reading Section of EFL Textbook in Indonesia

Ariawan¹,

Kholidi

Putra

2023

VELES

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The curricular implementations are represented in the textbook. The textbook is used by all students, who may have varying levels of thinking skill; however, it is a good opportunity to encourage students, regardless of their critical thinking skill level, to not only learn to know and understand, but also to apply, evaluate, and create such a product from their learning. The present study aims to investigates the level of thinking skills employed in the reading parts of EFL textbooks in Indonesia. The Ministry of Education and Culture officially printed the textbook for senior high school students in grade X. Content analysis was used to explore the level and frequency of thinking skills, focusing on the task and reading questions in the textbook. The data were quantitatively displayed in the form of a table. It was gained through the coding process based on the theoretical framework of Low Order Thinking Skills (LOTS) and High Order Thinking Skills (HOTS) introduced by Bloom. It was found that the textbook mostly included knowledge and comprehension levels of thinking in the reading tasks and questions. It means that LOTS-based tasks and questions are more dominant than HOTS.

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Queer identity inclusion in the EFL classroom: Vietnamese teachers’ perspectives

Cited by 11 publications

References 47 publications

The Inclusion of LGBTQI+ students across education systems

The Inclusion of LGBTQI+ students across education systems

Towards a more equitable ELT practice: Practicing queer inquiry in Thailand's university language classrooms

The Level of Thinking Skills in the Reading Section of EFL Textbook in Indonesia

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