Queering Multilingual Pedagogy: (De/re)Constructing Languages and Identities

• In Event: Sheraton Roundtable Session Four
  In Roundtable Session: Queering K–12 Curricula and Spaces (Table 5)

Abstract

Explicit and implicit heteronormativity in English education alienates LGBTQ+ students and impedes their learning. The paper endeavored to synthesize current research on implementing innovative queer pedagogies, or “queering,” that challenge and disrupt the heteronormativity engrained in teaching English to multilingual learners. In particular, the synthesis sought to understand how queering in teaching English to multilingual learners challenges heteronormativity and leverages social justice. The thematic analysis identified several factors facilitating queering multilingual pedagogy, such as teacher preparation, confronting heteronormativity in multilingual curricula, skillful facilitation, involving multiple stakeholders, and addressing marginalization within the LGBTQ+ community.
Keywords: Multilingual learners, queering, English education, queer pedagogies, social justice

Author

• Robert Niewiadomski, Fordham University
  Presenting Author