Recognising and including LGBTQ+ identities in language teaching
Aimed at teachers to help them consider recognition and inclusion in language teaching, in development with LGBTQ+ Equality Steering Group(С̳ LESG) and colleagues across С̳.
14 June 2021
The idea of creating a short toolkit aimed at language teachers at С̳ was inspired by a series of workshopsfor language teacherson ‘Recognising LGBTQ+ identities in language teaching materials’ led by (IOE, С̳'s Faculty of Education and Society)in 2019-2020. These were very wellattendedand it became clear that many of us had thoughtcarefullyaboutrecognition and inclusionin relation to our language teaching, but also that many of us struggled to find an approach that we were happy with.
John has continued to lend us support during the writing of this toolkit, for which we want to thank him. We would also like to thank С̳ Grand Challenge of Justice and Equality who awarded John a small grant in 2019 to get the project going. However, any shortcomings in what follows are the sole responsibility of the authors.
We are aware that some people teach multiple languages, and that many languages are spoken ina number ofcountries. To avoid constantly having to writeclumsy sentences like“the language(s) is/arespoken in a/several country/ies”, we willtend to usesingular throughout.
This resource was designed to facilitate reflection and discussion among individual teachers, module and programme teams or departments. It is meant to support colleagues in starting to think more about recognitionin their day-to-day modules as well as in their curricula more broadly. The toolkit is therefore not meant to be a comprehensive discussion about recognition but should rather be seen as an actionable document, a place to start conversations and, ultimately, encourage change that will make our teaching more inclusive for students as well as staff.
When learning a new language ‘the teacher help[s] individual learners to find their own new voices in the new language, and to mediate between these new voices and their first language voices.’ (Kullman, 2013, p. 21) The strong emphasis on identity and on finding new voices are the reasons we have designed the toolkit with language teachers in mind.
Nevertheless, all education engages with identity and the finding of one’s voice(s), so we hope and think that our suggestions will be useful for teachers in all faculties, across all disciplines. However, if anybody wants to adapt this toolkit to their own discipline, please get in touch with us to discuss, or submit feedback
Meet the authors
- How to get started
When thinking about change, a common question is ‘where do Istart’, especially as mostof ushave numerous projects competing for our time.There might also be fears of stereotyping or essentialising, particularly where a teacher does not identify with the groups they are trying to include and represent.Likewise,LGBTQ+teachersthemselvesmight not want to include theirownpersonal perspectives.
From the startthen, we want to recognise the value of taking small steps, piloting approaches and evaluating as you go along.Including a transgender character in dialogue, ensuring family patterns go beyond mum, dad and two children, and/or discussing how pronouns are used in a language in relation to arangeof gender identities are all great starting points.
A first step couldthereforebe to includemore diverse voices into your materials without challenging your entire curriculum. Voice can mean different things, but here we take it tomean:who gets to speak and tell their story; whose worlds are we invited into; who are we asked to relate to and identify with.
Once you have begun includingmorediversevoices,you might then go on to thinking critically aboutaspects such asreading listsand invited speakers. And at some point, you might be comfortablewith discussionsofsome ofthe structural and discursive issues aboutrecognitionand inclusionthat are meaningful to your students.
Top Tip
A pragmatic starting point could be С̳’s Peer Dialogue (Option A), the flexibility of which can provide some structure and support for groups of colleagueswanting to discussrecognition. Option C, working with Student Reviewers,couldbe a way to ensure that students are involved in the discussions. Finally, you might be able to get some funding by applying for a С̳ChangeMakersproject.
In the following part, we will introduce three ways to approachLGBTQ+ recognition and inclusion.These are:
- identify
- include
- problematise/question
It is important to say that no individual wayis meantto be seenas inherently better than another, and there is no suggestion that teachers should always strive for the third category, for instance. As Giroux (2020) argues ‘[p]edagogymust always be contextually defined, allowing it to respond specifically to the conditions, formations, and problemsthat arise in various sites in which education takes place.’ (p. 86)
Before moving on,we want to recognise that there areother resourcesthatdiscussrecognition and inclusionusingroughlythe samethree categories. We are notcommitted toany one model, but we have added a range of materials at the endof the toolkit if you want to take a deeper dive intothinking aboutrecognition, gender and sexuality.
This is also why we will not go intogreat detailabout the research underpinning this toolkit, as we would like it to be short, to-the-point and user-friendly. However, you might find that, like the authors of this toolkit, once you begin thinkingmoreaboutrecognitionand inclusion,it leads you down unforeseen rabbit holes where, in the words of Alice in Wonderland: ‘it’s no use going back to yesterday, because I was a different person then.'
- Read Anne Moore's experiences of studying Italian, Mandarin, BSL and Hungarian (Anne is a С̳ LGBTQ+ Equality Steering Group Member and former Co-Chair)
I have studied Italian, Mandarin, BSL and Hungarian during my time at С̳ and have had a range of positive experiences in the classroom as an openly lesbian woman. My identity has not been an issue for staff or students in the classroom, although I did find it sometimes necessary to overcome mostly heterosexual examples given to learners when speaking about family members and learning pronouns from textbook resources. Having to correct pronouns, rather than the ones I was taught to use to describe family members, wassomethingwhich I encountered 20 years ago as an undergrad student learning French in a different institution. I was a terrible French student and the tutor automatically assumed I had used the wrong gender pronoun to speak about a partner. I received a very 'red pen heavy' marked up essay and this experience of correcting the tutor in an uncomfortable tutorial has stayed with me to this day!
In this part, we have collected some of the questions that colleagues have asked us. We have given some pointers and suggestions for further reading and resources.
We will update this page as new guidance and FAQsare developed.
- My lessons are focused strictly on the language,somy students and I don’t have time for anything additional
As language teachers, we never teach languages in a cultural vacuum. Even if we are focusing strictly on grammar, we still analyse the mechanisms of the given language using sentences with a certain cultural meaning and within a certain context.
Try to lookcritically at the language materials you are working with. How oftendothe sentences in your grammar exercises assumeheteronormativity? Think about such simple examples as:‘John and Ann are in love’,‘Mum and dad went to the theatre’.There is nothing wrong with themper se, yet if all exercisesshow grammatical structures using only heteronormative examples, it simply doesnotreflect the complexity ofreal life.
- Neither I nor any of my studentsidentify as LGBTQ+ so it would feel strange to add any materials related to LGBTQ+ issues
The reality is that most of the time we donotknow much aboutour students’sexual or gender identities.And what is more, wehave torememberthatour assumptionscancause a great deal of stress for our students.
Teachers are certainly notin a positionto ask their student about their sexual or gender orientation, or out them to the class.Unfortunately, many language teaching materials can refer to private topics in a way that can beinsensitive.For example, when teaching family-related vocabulary, we should be aware that not everyone in the class might identify with the family patterns presented in our workbooks.
Make sure you donotputyour students in a position wheretheyhave toanswer questions such as‘Do you have a boyfriend?’Teachers canchange exercisesthat seemto beinvading personal space bymaking themabout fictionalcharactersinstead of studentsthemselves (or at least giving that option). Often itisnot about adding any special materials but about making sure the existing materialsrecognise the diversity and do not make anybody feel uncomfortable or excluded.
At the same time, itisworth asking yourself whether your students –irrespective oftheir own sexual and gender orientation – really donotwant any LGBTQ+ materialsinyour language lessons (seefor instanceNelson, 2015).And we might add: if they do not want LGBTQ+ materials, that isin itself worthdiscussing and challenging.
Finally, we suggest having a look at the research by Macdonald, El-Metoui, Baynham and Gray, 2014.
- I do not myself identify as LGBTQ+and am therefore concernedthat Iwillbestereotypingwhen I include these groups in my materials?
Recognising the fact that there is such a risk is already valuable self-reflection. And as ismostlytrue in teaching generally, small steps are often the best way to move forward. Never do anything in your teaching you do not feel comfortable with– but reflect on why something might make you feeluncomfortable.It is worth asking yourself whether not identifying as LGBTQ+ is really a valid reason not to include this specific representation in your teaching. Do you also feel you should never include representationsof groups that are not your age (so for instance as an adult you never mention children),not your socialgroup(do you, for example,feel similarly uncomfortable whenmentioning thatCarmenportrays a Bohemian lifestyle)or not yoursexuality(canLGBTQ+ teachers not include heterosexual love in their teaching)? In other words, do we really have to identify with every group of people we want to include in our teaching materials?
Remember that teaching is always also a learning experience. Once you start to be more critical when choosing and developing your teaching materials, you will probably question some of the materials you have been using so far, as well as see the opportunities to introduce LGBTQ+ issues and improve the materials you work with.
One way of introducing wider representations into your classes is by including authentic materials in the target language. In this way you allow people, groups and organisations to introduce themselves in their own words.
- In the country where the language I am teaching is spoken, it is still politically controversial to be LGBTQ+. How do I ensure my students understand this and can navigate these differences?
When teaching a language, we are inevitablyteaching about the culture of the country,but as language teachers, we are not expected to provide a thorough analysis of the legal and social situation of LGBTQ+ people in the country where the language we teach is spoken. While rights affecting LGBTQ+ people vary greatly by country, please bear in mind that the given legal framework, the current government policy and the social attitudes around LGBTQ+ issues might not be aligned.While navigating all these aspects of LGBTQ+ rights,a good starting point isto direct students to reliable sources for the countryof the target language. We suggest that you bear the following points in mindto avoidstereotyping:law, government policy, a range of social attitudes in the population,and key LGBTQ+ organizations.
This provides information about LGBTI rights in European countries.
- Some of my students come from religiously observant familiesand might believe that being LGBTQ+ goesagainst their religion. How can I introduce LGBTQ+identitiesin my classroomwhilstrespecting their beliefs?
Firstly, bear in mindthat each faith is part of a spectrum of beliefs and that within each religion there arebothmoreliberaland more conservativevoices; do not just consider the most conservative or orthodox voices as spokespeople of the religion asthesedifferentpositionswill oftenviewLGBTQ+indifferent ways.
Secondly, remember that when teaching topics like gender and sexuality, we do not have to ask students about their opinions(try to flip this around:how often do we ask about students’ attitudes towards heterosexuality? And would we ever ask a student about their attitude towards women?)We canteach relevant vocabularyand grammar, tell interesting stories, explore important people and historic eventsetc.without discussing whether we agree or disagreeandwithoutexpressingour own attitude to them.This does not mean we cannot discuss problems and difficulties, of course, which would be another way of erasing the struggles that LGBTQ+ people face.
Maybe a class could include several voices:forinstance, someone identifying as both religious and LGBTQ+, ora spokesperson from an LGBTQ+ organisation talking about how to makeroomfordifferent genders and sexualitieswithinareligious space.
Finally, this might also providethe opportunityin a classroom to talk about how we can use language to talk together and disagree while being respectful and mindful of the people we disagree with.
- When teaching, I encourage students to speak inthetarget language. Discussions about LGBTQ+ topics would require using advanced vocabulary. How can I introduce these topics in abeginner'scourse when students cannotyet engage in any extended discussions?
Often itisnot about introducingparticulartopicsas such but rather about a critical approach to the materials you are already working with.
You might consider these simple ideas for a beginner'scourse:
- When introducing pronouns, explain how the pronouns are used by non-binary people in the language you teach.
- In language materials covering vocabulary needed to talk about family, make sure students have access to basic words and grammatical structures to describe families that are notheteronormative. Sentences such as‘She has a wife’or‘Hisdads’names areMarcinand Ahmed’are exactlythe kind oflanguagethatbeginners can understand already or should learn at this stage.
- When introducing numbers, you can use statisticsrelating to LGBTQ+. For example, atyou can find maps and graphs with very little text. It is a useful resource that can be used to practise numbersin your target language in a meaningful context but without overwhelming beginners with content that is above their level.
- What do I do if my students respond negatively to the inclusion of LGBTQ+ characters?
In many ways, it is precisely because some people still respond negatively to LGBTQ+ people that wehave toensure we includeLGBTQ+perspectives in our teaching.
While we do not all have to agree on everything, we can ensure that our classrooms and our pedagogyallow students to see and understand a range of perspectives and support them‘to go beyond the world they already know to expand their range of human possibilities.’ (Giroux, 2020, p. 92)InEquality, Diversity & Inclusion Strategy 2015-2020С̳ stated: ‘We wish to foster a positive cultural climate where all staff and students can flourish, where no-one will feel compelled to conceal or play down elements of their identity for fear of stigma. С̳ will be a place where people can be authentic and their unique perspective, experiences and skills seen asa valuable assetto the institution.’ С̳ is committed to ensuring a safe, welcoming and inclusive working and learningenvironmentfor all members of the С̳ community. For more information see/equality-diversity-inclusion/dignity-ucl/prevention-bullying-harassment-and-sexual-misconduct-policy.
- I wantto read more
Beloware somewebsitesyou might want to start with.We have added a few comments to make it easier to know where to begin. Please feel free to send us other key resources you know of so we can keep the list asup to dateas possible (email:j.hansen@ucl.ac.uk)
Further help
- LGBTQ+ Equality Steering Group
- LGBTQ+ Equality
- Friends of Out@С̳
- References and further reading
- Contact Out@С̳, should you need any help.
Click to view references and further reading
- About LGBTQ+ issues
- Equality Act 2010 protects people in the UK against discrimination, harassment or victimisation in employment, and as users of private and public services based on nine protected characteristics: age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex, and sexual orientation.
/equality-diversity-inclusion/committees-and-social-networks/outucl-Out@С̳is a staff social network and is a way for LGBTQ+ staff at С̳ to get to know each other and take part in social events.
/equality-diversity-inclusion/equalityucl/new-ucl-plan-launched-ensure-momentum-equity-and-inclusion/equity-and-inclusion-plan- С̳ Equity and Inclusion Plan 2020-21
/equality-diversity-inclusion/sites/equality-diversity-inclusion/files/edi_strategy_2015-2020.pdf- С̳ Equality, Diversity & Inclusion Strategy 2015-2020
- Stonewall is an LGBT rights charity in the United Kingdom.
- Human Rights Watch investigates and reports on abuses happening in all corners of the world. HRW website gives access to content in many languages so it can serve as a source for texts in the language you teach.
-ILGA isa global voice of LGBTI networks, communities and movements.
- ILGA-Europe website is a source of information regarding the current situation of LGBTI in Europe and Central Asia.
- Rainbow Europe brings together both the legal index of LGBTI equality based ontheirRainbow Europe Map and an overview of the social climate for LGBTI people in each European country. It allows users to filter the map based on different themes, download reference materials for free and compare a particular country’s standing with the European average.
- A greatand very inspiringbest-practice-guidefrom the University of Birmingham. It islonger(40 pages)and goes into some discipline-specific discussions that were beyond the scope of this toolkit.
- About inclusive pedagogy
- This learning resource is designed to facilitate an exploration of LGBTQ+lives and an engagement with issues of sexual and gender diversity in the adult ESOL classroom. It explicitly addresses three protected characteristics under the 2010 Equality Act: sexual orientation, gender identity and marital status.
-While this guide is aimed at secondary schools, itisa great source for inspiration. See especially page 26 onwards focusing on foreign language teaching. See also: Stonewall, Delivering LGBTQ+-inclusive Higher Education.
- Warwick International Higher Education Academy: Support for Trans & Gender-diverse Students and Learning in the Academic Context.
- Center for Open Educational Resources and Language Learning University of Texas at Austin: Inclusive Pedagogy and the Language-Learning Classroom.
- Teaching Tolerance, Southern Poverty Law Center: Best Practices for Serving LGBTQ Students
- Cultural Diversity: Managing Same-Sex Orientation In The Classroom by Henny Burke
-Gender and sexuality in English language education: Focus on Poland byŁukasz Pakuła, Joanna Pawelczyk and Jane Sunderland
-Towards a cultural politics of LGBT issues in the ESOL classroom, a seminar series.
- Other literature
Backmann, C. and Gooch, B. (2018). LGBT in Britain – Health Report. Stonewall.
Coda, J. (2017)‘Disrupting Standard Practice: Queering the World Language Classroom’. Dimension.
Eisenmann, M. and C. Ludwig (Eds.) (2018)Queer Beats – Gender and Literature in the EFL Classroom. Berlin: Peter Lang.
Gray, J. (2021) 'Addressing LGBTQ erasure through literature in the ELT classroom'.ELT Journal.
Gray, J. (2013) 'LGBT invisibility and heteronormativity in ELT materials'. In Gray, J. (ed.)Critical Perspectives on Language Teaching Materials.Basingstoke: Palgrave Macmillan.
Gray, J. and M. Cooke (2019) ‘Queering ESOL: sexual citizenship in ESOLclassrooms’.In Cooke, M. and R.Peutrell(eds.)Brokering Britain, Educating Citizens. Clevedon: Multilingual Matters.
Kullman, J. (2013) ‘Telling Tales: Changing Discourses of Identity in the “Global” UK-published English Language Coursebook’.In Gray, J. (ed.)Critical Perspectives on Language Teaching Materials.Basingstoke: Palgrave Macmillan.
Logan, S.R., Lasswell, T.A., Hood, Y. andWatson,D. (2014) ‘Criteria for the Selection of YoungAdult Queer Literature’,English Journal.103/5 :30 41.
Macdonald, S. (2014)Exploring LGBT Lives and Issues in Adult ESOL.
Nelson, C. D. (2015) ‘LGBT content: why teachers fear it, why learners like it’.Language Issues: The ESOL Journal, Volume 26, Number 1, Summer 2015, pp. 6-12(7).
Paiz, J. M. (2020)Queering the English Language Classroom: a practical guide for teachers.Sheffield: Equinox.
This guide has been produced by:
- Authors:Jesper Hansen, Mazal Oaknin, Maria Smulewska-Dziadosz, Sandra Toffel
- Additional support and contribution: Abbi Shaw
- Feedback and contact with LESG: Anne Moore
TheLGBTQ+ Equality Steering Group(С̳ LESG) have fully supported the development of this toolkit which will further LGBTQ+ equality at С̳:
‘LESG welcome this resource as it expresses a strong commitment by academics to develop best practise, acknowledging and respecting all LGBTQ+ staff and student identities in teaching and learning at С̳.’
The authors want to send special thanks to Anne Moore for feedback and helpful comments ondrafts of thetoolkit.Like John,shebears no responsibility for anyshortcoming.
You are welcome to use this guide if you are from another educational facility, but you must credit the project.