A Practical Guide to Queering the Adult English Language Classroom

Abstract

Keywords

English language learners LGBQ queer inquiry adult literacy education

“The adult English language classroom is generally a safe venue for students to practice using new communication skills, with the goal of expanding these practices outside of the classroom with their surrounding community.”

There are few places more open and inclusive than an adult English language class. Or, are there? Although adult educators teaching in these multi-cultural and linguistically heterogeneous environments use practices designed to embrace their students’ diverse ethnic and linguistic identities, they less frequently incorporate practices to be inclusive of another important element students bring into the classroom, their sexual identity (Nelson, 2009; Rhodes & Coda, 2017). The result is an imbalanced, thus, overall ineffective, use of culturally inclusive teaching. The resultant heteronormativity effectively excludes lesbian, gay, bisexual, and queer (LGBQ) students to be their true selves in their English language classrooms. However, evidence suggests that educators want to be inclusive of minority sexual identities but are reluctant for a variety of reasons, including not knowing how to do so (Nelson, 2009; Rhodes & Coda, 2017). The purpose of this article is to supply English language teachers of adults with strategies to positively address sexual identity in ways that establish an inclusive environment for all learners. This article will be centered on two areas reflective of the literature and experience of the author. The areas are the following: dealing with homophobia in classroom discussions and supporting students’ exploration of sexual identities.

Nowhere is the need for the incorporation of student cultural identities more clearly demonstrated than among the ethnic, racial, and linguistically diverse learners in adult English language classrooms. In this setting, learners not only acquire language skills, but also learn about their newly adopted culture as they assess their role in a new community (Nelson, 2009; Phinney, 2003). The adult English language classroom is generally a safe venue for students to practice using new communication skills, with the goal of expanding these practices outside of the classroom with their surrounding community. This learning experience is often described as transformative as learners develop the skills necessary to guide their individual acculturation process (DeCapua, Marshall, & Frydland, 2018; Waterhouse, 2017). As noted by sociolinguists, adult English language classes offer opportunities to experiment with a myriad of facets of identity in a safe and welcoming environment (Dumas, 2008; Nelson, 2010). However, exploration of certain aspects of identity is less protected and less welcomed. Utterances reflective of LGBQ identities are often stifled or ignored by teachers, resulting in the privileging of traditional, heterosexual identity (Kappra & Vandrick, 2006; Liddicoat, 2009; Nelson, 2009; Ullman, 1997). Unfortunately, this heteronormativity can cause problems for both LGBQ and non-LGBQ learners as they look to the English language classroom to increase their cultural and linguistic proficiency to navigate through the identity development that accompanies language acquisition (Atkinson, 2002; Liddicoat, 2009; Paiz, 2015).

Overview of Relevant Research

Queer Inquiry is one approach language acquisition scholars have used to frame examinations of classrooms for sexual identity inclusivity (Nelson, 2009). This approach rejects the marginalization of non-normative sexual identities and privileging of heterosexual identities. Through discourse analyses, the relationship between language and the overwhelming normalization of heterosexuality is critiqued, with advocates often calling for the deconstruction of taken-for-granted practices used to effectively silence LGBQ identities (Curran, 2006; Kappra & Vandrick, 2006; Moore, 2016; Nelson, 2009).

Research about the experiences and unique learning needs of LGBQ English language learners is scarce (Nelson, 2010). However, it is believed that in addition to more traditional motivators for migration such as economic opportunity or political instability at home, LGBQ immigrants may also migrate to English-speaking countries due to a perceived freedom and greater societal acceptance than in their home countries (Nelson, 2010). As marriage equality and civil rights for LGBQ individuals become more widespread throughout much of Europe and North America, immigrants are leaving their native countries to establish new lives in communities perceived to be more open to LGBQ rights. Since 2013, U.S. immigration law affords equal opportunity to same-sex couples opening up a variety of legal statuses for spouses (McCown, 2013). In addition, minority sexual identity may be used in some cases for asylum petitions (Santos, 2012). Unfortunately, the English language classroom is often an environment which stifles expression of non-normative sexual identities rather than offering a haven for all learners to speak and act openly. Limited studies have examined the challenges for LGBQ language learners, many of which are associated with activities designed to help learners with conversational, everyday English related to describing their daily lives. For example, activities that focus on sharing personal information such as hobbies or family relationships can be problematic (Liddicoat, 2009; Moore, 2016; Nelson, 2010; O’Mochain, 2006), as the seemingly innocuous question “What did you do this weekend?” can require complex linguistic maneuvers for the student interested in not disclosing activities spent with LGBQ friends or partners. In most adult English language classrooms, even those in communities perceived to be accepting and open, learners reported a strong desire to hide their sexual identities from classmates (Kappra & Vandrick, 2006). This may be related to the reported disappointment and frustration felt by LGBQ learners with teachers who avoid or ignore conversations about diverse sexual and gender identities. This is often described as ways that they are silenced and made to feel alienated from their classmates (Nelson, 2010). Furthermore, LGBQ learners found their teacher’s emphasis on neutrality in disagreements about LGBQ equality and rights effectively displayed favoritism toward the status quo and did not affirm their “minority rights” (Kappra & Vandrick, 2006). In essence, this silencing was akin to allowing homophobic bullying, as some individuals experienced this as a rejection of their true selves. It is crucial, therefore, that adult educators in adult literacy classes address the unique needs of this immigrant community to ensure that all learners feel included and affirmed while improving their English language skills.

The reasons underlying English language teachers’ reticence to be inclusive of students’ sexual identity are multi-faceted. In recent surveys, adult English language teachers frequently noted that they did not include lessons about minority sexual identities because they were not included in their textbooks and resources (Nelson, 2009; Paiz, 2015; Rhodes & Coda, 2017). This was often noted in conjunction with a belief that the institution sponsoring classes did not sanction these lessons. Teachers may also ground their explanation of non-inclusive practices in assumptions of learner needs. They describe LGBQ topics as not being relevant to the learners or requiring more sophisticated linguistic proficiency in English than learners currently had (Curran, 2006; Macdonald, El-Metoui, Baynham, & Gray, 2014; Nelson, 2009; Rhodes & Coda, 2017). Another common explanation is based on teachers’ assumptions about learner cultural identities and corresponding religious beliefs. Many teachers have described a desire to be culturally sensitive to students from conservative countries and not wanting to offend anyone’s values by discussing LGBQ-related topics (Macdonald et al., 2014; Nelson, 2009; Rhodes & Coda, 2017).

Although the previous explanations described the reluctance to be inclusive of LGBQ identities in a classroom setting, it is interesting to note that there is one area that receives more widespread teacher support and action. Adult English language educators have been found to be active in supporting their students’ exploration of their sexual identities in private or one-on-one settings (Nelson, 2009). Educators described varied actions they undertook to protect these self-identified students, which included more assertive monitoring of homophobic comments in class and private emotional support (Nelson, 2009). However, these actions were generally responses to an individual student’s situation, rather than a generalized approach of rejecting heteronormativity in the classroom.

Dealing With Homophobic Comments

Over the years, I have had various students make inappropriate comments about sexual and gender non-conforming identities. One case stands out as particularly difficult to deal with. George was a middle-aged, Eastern European man who had come to the United States through the visa lottery. A skilled tradesman in his country, he was experiencing challenges adapting to the United States and often criticized Americans for having lax social mores regarding marriage and child-rearing. George reacted most strongly to activities with diverse representations of sexual and gender identities. On some occasions, he would state his disgust with these images and mention that this was unnatural, while at other times, he would loudly complain and then choose not to engage, leaving a pall on the rest of the class.

One of the challenges I felt when dealing with George’s comments was that he always couched the offensive comments as manifestations of his culture, frequently uttering the phrase “I can’t help it, that’s what we believe in my country.” Those students who challenged George’s homophobia were unable to push the conversation any further, as their objections were met with the assertion that his classmates did not understand his country’s customs and values.

When faced with these occurrences of homophobia, my largely ineffective reaction was to briefly discuss the multicultural nature of U.S. society and to explain that American beliefs were equally varied on similar issues. Faced with this awkward classroom moment, I would self-consciously stop the discussion and return to the “comfort” of comprehension and grammar questions, perhaps mentioning that we all have the right to our beliefs and that we had to respect everyone’s right to freedom of speech. However, I always left these lessons feeling disappointed and uneasy about allowing such prejudice to go unchecked simply due to a perceived reluctance to step on anyone’s cultural toes. It is only in hindsight that I recognize how my actions inadvertently resulted in disrespecting some of my students, as I demonstrated a devaluing of one aspect of identity over another. I cringe to think of the lesson my LGBQ students internalized about who had a voice in my classroom.

Research indicates that I was not alone in my ineffective strategies of dealing with homophobic classmates (Liddicoat, 2009; Macdonald et al., 2014; Nelson, 2009; Rhodes & Coda, 2017). In addition to a desire to be culturally sensitive to students’ home-country values, English language teachers also cite a lack of knowledge about the LGBQ community, an absence of LGBQ-identifying students, and the lack of relevance to their students’ lives as reasons for not addressing homophobic statements directly or thoroughly (Nelson, 2009; Rhodes & Coda, 2017). However, one strategy grounded in Queer Theory offers a strong option for adult English language teachers. When faced with unexpected statements (homophobic or not), Curran (2006) suggests implementing a two-pronged strategy to help students uncover their assumptions about sexual and gender identities which entails the (a) reframing of statements in ways that problematize heterosexuality as being more natural or the norm and (b) deconstructing statements to find unexamined assumptions and privileging of heterosexual and gender-conforming identities. For example, when George stated that being gay was not natural, I could have reframed that statement and asked the group, “What makes us believe that being straight or gay is natural? What do we think we base that on?” Furthermore, as a group, we could have deconstructed that statement by discussing how people come to understand their sexual identity, as well as exploring the fluidity of identity versus a more static, often-times binary conceptualization. By reframing and deconstructing, English language teachers can help students become critical thinkers as they reflect on their assumptions about their own and others’ sexual and gender identities.

Supporting LGBQ Students

I have had very few LGBQ-identifying learners who openly discuss this aspect of their identities in a classroom setting. I have, however, had learners who chose to disclose this information in one-on-one conversations with me outside of class. Many have explained that while they did not plan to share this information with their classmates, they were uncomfortable maintaining the “straight façade” that they had constructed in class, particularly with me who they saw as their friend and ally. In general, these learners came from religiously conservative countries and spoke of their anxiety about being accepted by classmates, a fear which they did not have about their dealings with American friends and co-workers. They spoke of the energy they spent in class hiding any reference to their personal lives that could lead back to classmates’ discovery of their sexual identity. One student exemplifies the struggle of hiding aspects of one’s identity in a classroom based on communication and sharing, such as the adult English language classroom. Susan was a young college student from Mexico who was interested in pursuing higher education in the United States. She was a highly motivated and enthusiastic participant in most class activities and often helped classmates who were struggling with grammar exercises. However, I also observed that she assumed more passive roles in group activities aimed at improving conversational English, even though her speaking and listening abilities were exemplary. In my experience, the adult English language classroom serves the dual purpose of improving language proficiency and offering emotional support to individuals who are often separated from friends and extended family. My students often described the feeling of creating a new family in our classes, as many were experiencing homesickness and nostalgia for family and friends “back home.” I have observed this phenomenon throughout the adult English language teaching community and have found that it is bolstered by authentic conversations centered around the lives and experiences of learners. This is why I was surprised at the subtle, yet definite change in Susan’s participation in these activities. I finally learned the reason for this in a conversation with Susan after she had left the program. This helped me critique my assumptions about effective listening and speaking activities:

Do you know how you always try to get us to talk to each other? You love to have us ask questions about our families, our countries, etc. Well, I knew you were doing that for good reasons, but I hated those questions! I always had to think about what words to use or sometimes even to lie about what I had done over the weekend. English is hard enough, especially when you’re worrying about using the right pronoun. But, I had to pretend and sometimes make up lies about who I went to the movies with. That was the only way I could keep who I was hidden. (Susan)

There are two strategies that would support LGBQ-identifying learners such as Susan in adult English language classes. First, teachers should replace their monosexual assumptions about learners’ identities with a multi-sexual approach (Nelson, 2009). Teachers should assume that learners represent the breadth and scope of sexual and gender identities, even if the teachers are unaware of this reality. Rejecting the traditional binary of these identities also acknowledges the diversity of definitions and conceptualizations found in various cultures throughout the world.

Another effective strategy to support LGBQ students is the evaluation of teaching materials and activities for inclusivity of various sexual and gender identities. As the paucity of relevant materials has been well-documented (Gray, 2013; Moore, 2016), teachers can find their own pictures or news stories about LGBQ individuals as supplemental resources. It is important to note, however, that these materials should not highlight any sexual identities as problematic or present individuals who are LGBQ–identifying as unidimensional. When using these inclusive materials, teachers should help learners become proficient at using non-sexist and unbiased language. When students use sexist or inappropriate terms, for example, it is important to explain the negative connotations associated with those words. Finally, teachers must examine their own practices for potentially problematic aspects. Bearing in mind the challenge of critiquing our own actions, it would be beneficial to enlist the aid of colleagues or former students. It was during this process of self-examination that I learned of Susan’s anxiety about the icebreakers I frequently used. Although it was tough to hear that activities I believed to be so effective at creating community were in fact, only doing so for a portion of my students, I was grateful for the help in identifying areas that I would never have seen on my own. In the end, I adapted some and eliminated other activities. Although not easy, this critically reflective examination process played an important role in helping me create a learning environment comfortable and inclusive for all my students.

There are various ways educators can be inclusive of LGBQ identities in their adult English language classrooms. Those mentioned in this article require reflection on current teaching and support for problematizing the heteronormativity currently found in most classrooms. To summarize, adult English language educators can do the following:

Explore their curricula for the ways in which non-normative gender and sexual identities are excluded. For example, think about the ways in which the language in your classroom reinforces binary identities. Do you use terms such as “ladies and gentlemen” rather than non-gendered terms such as “folks” or “people”? Are there activities of a personal nature that could cause discomfort to LGBQ students? If so, are there ways to reframe those activities to support students at various stages of identity development?

Find ways to expand your existing curricula to include images and examples of LGBQ individuals. It is important to provide images and stories that represent the normalcy alongside the challenges of life in the LGBQ community.

Help learners understand the gendered nature of language and alternative vocabulary to avoid reinforcing normative gender and sexual identities.

Use reframing and deconstructing of homophobic classroom language. Do not shy away from addressing these “teachable moments.” Engage in discussions to help students become critically reflective about cultural identities.

In short, these steps are only a starting point. Although resources designed specifically for adult English language classrooms are scarce, organizations such as Gay, Lesbian & Straight Education Network (GLSEN; https://www.glsen.org/) and the Southern Poverty Law Center (https://www.splcenter.org/teaching-tolerance) offer educator guides and curricula that can be adapted and used.

Implications for the Adult English Language Teaching Community

The adult English language classroom is a welcoming environment for its ethnically and linguistically diverse learners (Rhodes, 2017; Rhodes & Coda, 2017). It is time for these culturally inclusive educators to overcome their reticence to address sexual identity and to incorporate practices of inclusion for both non-LGBQ and LGBQ English language learners. The strategies presented in this article designed to help learners and educators critically reflect on the hegemony of heterosexuality and the subsequent silencing of LGBQ students represent merely a starting point. Continued research, professional development, and further discussion among adult educators and learners will be the forces that allow us to unequivocally state that the adult English language classroom is indeed the most open and most inclusive adult learning environment possible.

Footnotes

Conflict of Interest

The author(s) declared no potential conflicts of interest with respect to the authorship and/or publication of this article.

Funding

The author(s) received no financial support for the research, authorship, and/or publication of this article.

Author Biography

Christy M. Rhodes, PhD, has been an adult educator for over 25 years. She worked with adult English language learners in the United States and abroad before becoming an Assistant Professor of Adult Education at East Carolina University. In addition to adult literacy education, she is interested in the relationship between culture and learning.

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