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Addressing LGBTQ erasure through literature in the ELT classroom

Gray, J; (2021) Addressing LGBTQ erasure through literature in the ELT classroom. ELT journal , 75 (2) pp. 142-151. 10.1093/elt/ccaa079.

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Abstract

This article argues the case for the use of well-chosen literary texts as a means of addressing ongoing LGBTQ (lesbian, gay, bisexual, transgender, and queer or questioning) erasure in the ELT classroom. In this way LGBTQ students are offered much-needed recognition and those students who are not LGBTQ are given the opportunity to come to an understanding of those who are. Given the very different circumstances and constraints in which teachers work globally a distinction is made between explicitly queer texts and implicitly queer texts as suitable for different settings. Suggested titles and practical recommendations are included to enable teachers to plan lessons using literary texts in emotionally engaging ways.

Type: Article
Title: Addressing LGBTQ erasure through literature in the ELT classroom
DOI: 10.1093/elt/ccaa079
Publisher version: https://doi.org/10.1093/elt/ccaa079
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Social Sciences, Education & Educational Research, Linguistics, Language & Linguistics
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
URI: https://discovery.ucl.ac.uk/id/eprint/10132142
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