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References and PD Resources

for 2SLGBTQ+ Inclusion

This section includes resources that informed the best practices and resources (academic articles, websites, videos, tutorials, courses, etc.) for professional development and further learning on this topic.

This page of the APA Style website includes general guidelines for writing without bias, as well as specific guidelines addressing sexual orientation and gender, as well as other individual characteristics (racial and ethnic identity, socioeconomic status, age, and intersectionality).

American Psychological Association. (2021). Bias-free language.

This website addresses key concepts and issues related to sexual orientation, gender identity, and human rights in Alberta.

Alberta Civil Liberties Research Centre (ACLRC). (n.d.).

This Alberta resource guide contains the amended School Act, which includes a definition of bullying and support for students’ organizations and activities.

Alberta Education. (2015). Creating welcoming, caring, respectful and safe learning environments.

This 21-page guide aims to support the creation of welcoming, caring, respectful, and safe learning environments to help children and youth with diverse sexual orientations, gender identities, and gender expressions.

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Alberta Education. (2016). Guidelines for best practices: Creating learning environments that respect diverse sexual orientations, gender identities and gender expressions.

This 220-page toolkit is a substantial study of Canadian teachers' practices and perceptions related to LGBTQ-inclusive education, which is recognized by teachers and teacher organizations in publicly funded schools across Canada

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Taylor, C., Peter, T., Campbell, C., Meyer, E., Ristock, J., & Short, D. (2017). The every teacher project. Recommendations toolkit. The Manitoba Teachers’ Society.

The resource page links to videos, blogs, and events for the use of teachers and learners.

Diversity in Teaching. (n.d.). LGBTQ learner resources.

This 48-page document was written for the Canadian Commission for UNESCO (CCUNESCO) to help municipalities improve their response to incidents of discrimination towards individuals in the LGBTQ2+ community.

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Canadian Commission for UNESCO. (2019). LGBTQ2+ inclusiveness: Toolkit for inclusive municipalities in Canada and beyond.

In this article, Dumas reports on a survey and interview of LINC teachers in Alberta to explore their attitudes and perceptions related to sexual diversity in their classrooms. She advocates that teachers use an inquiry approach and that publishers produce materials that include sexual diversity.

Dumas, J. (2010). Sexual identity and the LINC classroom. The Canadian Modern Language Review, 66, 607–627.

EDCan connects teachers to different resources online. Search “diversity” or “LGBTQ” to find resources related to LGBTQ inclusion in schools.

EDCan Network. (n.d.). Well at work.

This report examines 32 organizations that provide services to LGBTQ immigrants in the United States. It reports on the services offered, barriers to service, and recommendations.

Gruberg, S., Rooney, C., McGovern, A., Mirza, S. A., & Durso, L. (2018, January). Serving LGBTQ immigrants and building welcoming communities. Center for American Progress.

In this 48-minute plenary talk, John Gray discusses gender and sexuality in ELT in the context of how teachers’ roles have evolved and changed over time.

IATEFL Online. (2019, April 3). John Gray: Gender and sexuality in ELT – inclusive education vs. queer pedagogy [Video].

In this interview, Dr. John Gray discusses the erasure of LGBTQ+ identities in ELT materials, the role of the teacher as an effective practitioner vs. reflective practitioner, and empowering future teachers with the knowledge and skills to address issues concerning LGBTQ+ in their classrooms.

ESI in English. (2020). Chatting with Dr Gray: Queer pedagogy [Video]. YouTube.

This 22-page article describes research into language, and identity development of LGBTQ+ students is affected by their perceptions of whether their classroom climate accepts sexual diversity.

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Kaiser, E. (2017). LGBTQ+ voices from the classroom: Insights for ESOL teachers. The CATESOL Journal, 29(1), 1–21.

This 35-page article explores responses from 100 ESOL tutors and managers in the UK to a survey and interviews and learners' reactions during a focus group interview.

Macdonald, S., El-Metoui, L., Baynham, M., & Gray, J. (2014). Exploring LGBT Lives. Issues in adult ESOL. British Council.

From the University of British Columbia, Ashley Moore talks about heteronormativity in language teaching materials. In the video below (Moore, 2021), Moore discusses the following article (Moore, 2020).

Moore, A. R. (2020). Understanding heteronormativity in ELT textbooks: A practical taxonomy. ELT Journal, 74(2), 116–125.​

Moore, A. (2021, January 8). Understanding heteronormativity in language teaching materials [Video]. YouTube.

See also Nelson’s earlier work on this topic:

  • Nelson, C. (1999). Sexual identities in ESL: Queer theory and classroom inquiry. TESOL Quarterly, 33(3), 371–391.
  • Nelson, C.D. (2002). Why queer theory is useful in teaching. Journal of Gay & Lesbian Social Services, 14(2), 43–53.
  • Nelson, C. D. (2004). A queer chaos of meanings: Coming out conundrums in globalised classrooms. Journal of Gay and Lesbian Issues in Education, 2(1), 27–46.
  • Nelson, C. D. (2010). A gay immigrant student’s perspective: Unspeakable acts in the language class. TESOL Quarterly, 44, 441–464.

Nelson, C. (2015). Sexual identities in ESL: Queer theory and classroom inquiry. TESOL Quarterly.;jsessionid=4C271E54ED7538F1DC67F788D65B07FB?doi=

This is a series of six 10-minute documentary films that celebrate the love and commitment of LGBTW+ couples and their families.

Osso, A. (2011–2021). The devotion project.

This textbook provides practical advice for creating queer inclusive ESL classrooms. A summary of the textbook can be found here:

Paiz, J. M. (2021). Queering the English language classroom: A practical guide for teachers. Equinox eBooks Publishing.

This 9-page article examines ESL teachers' attitudes towards Lesbian, Gay, Bisexual, and Queer content in their curriculum and instruction.

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Rhodes, C., & Coda, J. (2017). It’s not in the curriculum: Adult English language teachers and LGBQ topics. Adult Learning, 28(1).'s_Not_in_the_Curriculum_Adult_English_Language_Teachers_and_LGBQ_Topics

Tyson Seburn’s blog addresses a number of topics related to ELS and LGBTQ inclusion. This thought-provoking entry takes a critical look at how typical ESL classroom discussions and textbooks portray LGBTQ identities.

Seburn, T. (2012). Considerations of the LGBTQ in ELT materials.

This book is available for purchase at the following link.

Seburn, T. (2021). How to write inclusive materials. ELT Teacher2Writer.

This hub provides curriculum and resources to use in sexuality, gender, and LGBTQ+ education. The Activity Finder allows you to search for activities based on type of activity, length, subject (e.g., cissexism, coming out, gender, etc.), and more. As well, the website includes recommended resources (websites, articles, videos, and organizations).

The Safe Zone Project. (2013).

This 68-page learning resource provides ESOL learners with the opportunity to explore LGBT lives and engage with sexual and gender diversity issues. It includes lesson plans and classroom resources.

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Stella, F., MacDougal, J., Liinpää, M., & Speirs, J. (2018). Engaging with LGBT and migrant equalities: Activities for the ESOL classroom. University of Glasgow.

In this 2001 article, Vandrick argues that it is important for ESL programs (and heterosexual instructors in particular) to address the rights, needs, and inclusion of LGBT learners.

Vandrick, S. (2001). Teaching sexual identity issues in ESL classes [Paper]. Teachers of English to Speakers of Other Languages, St. Louis, MO.

See also Vandrick’s 1997 paper:

Vandrick, S. (1997). The role of hidden identities in the postsecondary ESL classroom. TESOL Quarterly, 31(1), 153–157.

This 13-page article describes the findings of a cross-sectional study that looks at the connection between specific institutional policies and resources on college campuses and the experiences and psychological-well-being of LGBQ+ college students.

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Woodford, M. R., Kulick, A., Garvey, J. C., Sinco, B. R., & Hong, J. S. (2018). LGBTQ policies and resources on campus and the experiences and psychological well-being of sexual minority college students: Advancing research on structural inclusion. Psychology of Sexual Orientation and Gender Diversity, 5(4), 445–456.

This 16-page research study reveals LGBT educators' perceptions of safety and support in the school system and offers suggestions to further improve the current experience of LGBT-educators.

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Wright, T., Smith, N. Whitney, E. (2019). LGBT educators’ perceptions of safety and support and implications for equity-oriented school leaders. Journal of Educational Leadership and Policy Studies, Special Issue #2 on Educational Leadership and Social Justice, 3(2).