Intersectionality in ELT IFDC LVB

Lesson

Intersectionality in ELT

Dr. Dario Luis Banegas

Have you ever experienced discrimination or privilege because of your gender+ethnicity+economic status+dominant language?

Intersectionality

Now: different areas of inquiry (politics, economy, education, health, etc.)

Origin: law (gender and race)

What variety of English does your coursebook/curriculum seem to prefer?

Are there hegemonic constructions of teaching & learning?

(Ubaque Casallas & Aguirre Garzon, 2020)

More questions

Who is usually represented in the input and visuals?

Is it suggested that it's OK to use English to discuss issues around systemic inequity?

Are aims, activities, etc. oriented towards aspirational futures? How?

Examples

Students ask; students identify

- Prompt students to ask questions that help them identify the nature of inequity. (Kayi-Aydar et al., 2022) Example: What is the background of the politicians in your local area? Do they tend to belong to the same social class? Are they mostly men? Who is usually stopped by police officers in your city? What do people think of immigrants with a different set of beliefs in your area?

Blackness & anti-racist practices

(Bryan et al. (2022)

+ info

Social class

Who studies English in your context? Is the same type of ELT provision in state and private schools? Who does the curriculum have in mind? Who does the coursebook have in mind? (Glodjo, 2017)

Students read & discuss

issues of celebrity, identity, gender and sexuality

(Svarstad, 2021)

Gender & sexuality diversity

+ info

How could you integrate citizenship-oriented aims & language learning aims?

This is your safe spaceI am happy you are in this class, I am happy you are in this world.

Thanks!

References

Bryan, K., Romney-Schaab, M., & Cooper, A. (2022). The illusion of inclusion: Blackness in ELT. CATESOL Journal, 3(1), 1-13. Glodjo, T. (2017). Deconstructing social class identity and teacher privilege in the second language classroom. TESOL Journal, 8(2), 342-366. Kayi-Aydar, H., Varghese, M., & Vitanova, G., (2022). Intersectionality for TESOL education: Connecting theory and justice pedagogy. CATESOL Journal, 33(1), 1-10. Svarstad, L. K. (2021). Cultural studies and intersectionality in English language education: Exploring students’ engagement in issues of celebrity, identity, gender and sexuality. Language Learning Journal, 49(6), 740-752. Ubaque-Casallas, D. F., & Aguirre-Garzón, E. (2020). Re-signifying teacher epistemologies through lesson planning: A study on language student teachers. Profile: Issues in Teachers’ Professional Development, 22(2), 131–144. https://doi.org/10.15446/profile.v22n2.80687

1) Examine and critique curriculum & materials for blackness2) Examine and critique hiring processes that disadvantage black professionals

Core contents & procedures

• Critical thinking through discussions on queer identities
• Culture, religion, & sexuality
• Queering TESOL
• Say "no" to bigots
• Gender diversity as a right