Sexual identities in english language education: Classroom conversations

Sexual Identities in English Language Education: Classroom Conversations

Volumn , Issue , 2008, Pages 1-239

  Nelson, Cynthia D ^a  

^a UNIVERSITY OF SYDNEY   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84917269468     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203891544     Document Type: Book

References (250)

1. Agar, M. (1994). Language shock: Understanding the culture of conversation. New York: Quill.
2. Alexander, J., & Banks, W. P. (2004). Sexualities, technologies, and the teaching of writing: A critical overview. Computers and Composition, 21, 273-293.
3. Allatson, P., & Pratt, M. (June, 2005). Queer agencies and social change in international perspectives: A positioning paper. Queer Agencies and Social Change in International Perspectives, Annual Symposium of the Institute for International Studies, University of Technology, Sydney, Australia.
4. Allwright, D. (1988). Observation in the language classroom. London: Longman.
5. Allwright, D., & Bailey, K. M. (1991). Focus on the language classroom. Cambridge University Press.
6. Anderson, A., Arnold, A., Bramlett, F., Bode, S., Bond, C. M., Carney, T., et al. (1997). Letter to the editor. TESOL Matters, 7(4), 22.
7. Auerbach, E. R. (1995). The politics of the ESL classroom: Issues of power in pedagogical choices. In J. Tollefson (Ed.). Power and inequality in language education (pp. 9-33). Cambridge University Press.
8. Auerbach, E. R., & Burgess, D. (1985). The hidden curriculum in survival ESL. TESOL Quarterly, 19(3), 475-495.
9. Austin, J. L. (1975). How to do things with words. Cambridge, MA: Harvard University Press.
10. Barrett, R. (1997). The 'homo-genius' speech community. In A. Livia & K. Hall (Eds.), Queerly phrased: Language, gender, and sexuality (pp. 181-201). New York: Oxford University Press.
11. Barro, A., Jordan, S., & Roberts, C. (1998). Cultural practice in everyday life: The language learner as ethnographer. In M. Byram & M. Fleming (Eds.), Language learning in intercultural perspective: Approaches through drama and ethnography (pp. 76-97). Cambridge University Press.
12. Beebe, J. D. (2002). Unfinished business: Identity formation and rejection through language learning. The Language Teacher (JALT), 22(6), 17-21.
13. Belsey, C. (1980). Critical practice. New York: Methuen.
14. Benesch, S. (1999). Thinking critically, thinking dialogically. TESOL Quarterly, 33(3), 573-580.
15. Bennett, P. (1982). Dyke in academe (II). In M. Cruikshank (Ed.), Lesbian studies: Present and future (pp. 3-8). New York: Feminist Press.
16. Berg, A., Kowaleski, J., Le Guin, C., Weinauer, E., & Wolfe, E. A. (1989). Breaking the silence: Sexual preference in the composition classroom. Feminist Teacher, 4(2/3), 29-32.
17. Bernstein, B. (1971). On the classification and framing of educational knowledge. In M. F. D. Young (Ed.), Knowledge and control (pp. 47-69). London: Collier-Macmillan.
18. Bernstein, B. (1996). Pedagogy, symbolic control and identity: Theory, research, critique. London: Taylor & Francis.
19. Blinick, B. (1994). Out in the curriculum, out in the classroom: Teaching history and organizing for change. In L. Garber (Ed.), Tilting the tower: Lesbians/teaching/queer subjects (pp. 142-149). New York: Routledge.
20. Blumenfeld, W. J. (1992). Homophobia: How we all pay the price. Boston: Beacon Press.
21. Boostrom, R. (1998). 'Safe spaces': Reflections on an educational metaphor. Journal of Curriculum Studies, 30(4), 397-408.
22. Bourdieu, P. (1991). Language and symbolic power. (G. Raymond & M. Adamson, Trans.). Cambridge: Polity Press.
23. Brandt, G. L. (1986). The realization of anti-racist teaching. London: Falmer Press.
24. Breen, M. P. (1985). The social context for language learning-A neglected situation? Studies in Second Language Acquisition, 7(1), 135-158.
25. Brems, M., & Strauss, E. (1995). Homophobia in the classroom: Examining a teacher's role (Workshop). TESOL Convention, Long Beach.
26. Brinton, D. M., Snow, M. A., & Wesche, M. B. (1989). Content-based second language instruction. Philadelphia: Newbury House.
27. Britzman, D. P. (1995). Is there a queer pedagogy? Or, stop reading straight. Educational Theory, 45(2), 151-165.
28. Britzman, D. P. (1997). What is this thing called love? New discourses for understanding gay and lesbian youth. In S. de Castell & M. Bryson (Eds.), Radical inventions: Identity, politics, and differences in educational praxis (pp. 183-207). Albany, NY: State University of New York Press.
29. Britzman, D. P. (2000). Precocious education. In S. Talburt & S. R. Steinberg (Eds.), Thinking queer: Sexuality, culture, and education (pp. 33-59). New York: Peter Lang.
30. Britzman, D. P., Santiago-Valles, K., Jimenez-Muñoz, G., & Lamash, L. (1993). Slips that show and tell: Fashioning multiculture as a problem of representation. In C. McCarthy & W. Crichlow (Eds.), Race, identity, and representation in education (pp. 188-200). New York: Routledge.
31. Brumfit, C. (1985). Creativity and constraint in the language classroom. In R. Quirk & H. G. Widdowson (Eds.), English in the world: Teaching and learning the language and literatures (pp. 148-157). Cambridge University Press.
32. Bryson, M., & de Castell, S. (1997). Queer pedagogy?! Praxis makes im/perfect. In S. de Castell & M. Bryson (Eds.), Radical inventions: Identity, politics, and difference/s in educational praxis (pp. 269-293). Albany, NY: State University of New York Press.
33. Burbules, N. C. (1997). A grammar of difference: Some ways of rethinking difference and diversity as educational topics. Australian Educational Researcher, 24(1), 97-116.
34. Burck, C. (2005). Multilingual living: Explorations of language and subjectivity. Hampshire, England: Palgrave Macmillan.
35. Butler, J. (1990). Gender trouble. New York: Routledge.
36. Butler, J. (1991). Imitation and gender insubordination. In D. Fuss (Ed.), Inside/Out: Lesbian theories, gay theories (pp. 13-31). New York: Routledge.
37. Butler, J. (1993). Bodies that matter: On the discursive limits of 'sex.' New York: Routledge.
38. Cameron, D. (1995). Verbal hygiene. London: Routledge.
39. Canagarajah, A. S. (1993). Critical ethnography of a Sri Lankan classroom: Ambiguities in student opposition to reproduction through ESOL. TESOL Quarterly, 27(4), 601-626.
40. Canagarajah, A. S. (2006). TESOL at forty: What are the issues? TESOL Quarterly, 40(1), 9-34.
41. Candlin, C. N. (1981). Form, function and strategy in communicative curriculum design. In C. N. Candlin (Ed. & Trans.), The communicative teaching of English: Principles and an exercise typology (pp. 24-44). London: Longman.
42. Candlin, C. N. (1984). Syllabus design as a critical process. In C. Brumfit (Ed.), General English syllabus design (pp. 29-46). ELT Documents 118. Oxford: Pergamon Press in association with the British Council.
43. Candlin, C. N. (1987). Explaining moments of conflict in discourse. In R. Steele & T. Treadgold (Eds.), Language topics: Essays in honour of Michael Halliday (pp. 413-429). Amsterdam: Benjamins.
44. Candlin, C. N. (1989). Language, culture and curriculum. In C. N. Candlin & T. F. McNamara (Eds.), Language, learning and community (pp. 1-24). Sydney: National Centre for English Language Teaching and Research, Macquarie University.
45. Carlson, D. (2001). Gay, queer, and cyborg: The performance of identity in a transglobal age. Discourse: Studies in the Cultural Politics of Education, 22(3), 297-309.
46. Carscadden, L., Nelson, C., & Ward, J. (1992). We are your colleagues: Lesbians and gays in ESL (Colloquium). TESOL Convention, Vancouver.
47. Cazden, C. B. (1988). Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heinemann.
48. Chamberlain, J. (Winter, 2004). What to do about vulgar English? Essential Teacher, 50-52.
49. Chan, C. S. (1996). Combating heterosexism in educational institutions: Structural change and strategies. In E. D. Rothblum & L. A. Bond (Eds.), Preventing heterosexism and homophobia (pp. 20-35). Thousand Oaks, CA: Sage.
50. Clarke, M. A., Davis, A., Rhodes, L. K., & Baker, E. (1998). Principles of collaboration in school-university partnerships. TESOL Quarterly, 32(3), 592-600.
51. Clarke, M. A., Dobson, B. K., & Silberstein, S. (1996). Choice readings. Ann Arbor: Michigan University Press.
52. Clemente, Á., & Higgins, M. J. (2005). Whose English is it anyway? Culture, language and identity: Ethnographic portraits from Oaxaca, Mexico. Working Papers on Culture, Education and Human Development, 1(3), 1-32. Universidad Autónoma de Madrid. Retrieved February 22, 2006, from http://www.uam.es/ptcedh
53. Cruz-Malavé, A., & Manalansan IV, M. F. (2002a). Dissident sexualities/alternative globalisms. In A. Cruz-Malavé & M. F. Manalansan IV (Eds.), Queer globalizations: Citizenship and the afterlife of colonialism (pp. 1-10). New York: New York University Press.
54. Cruz-Malavé, A., & Manalansan IV, M. F. (Eds.). (2002b). Queer globalizations: Citizenship and the afterlife of colonialism. New York: New York University Press.
55. Cummings, M. C., & Nelson, C. (1993). Our time has come: TESOL forms lesbian/gay/bisexual task force, Part I. TESOL Matters, 3(4), 5.
56. Curran, G. (2006). Responding to students' normative questions about gays: Putting queer theory into practice in an Australian ESL class. Journal of Language, Identity, and Education, 5(1), 85-96.
57. Dalley, P., & Campbell, M. D. (2006). Constructing and contesting discourses of heteronormativity: An ethnographic study of youth in a Francophone high school in Canada. Journal of Language, Identity, and Education, 5(1), 11-29.
58. de Castell, S., & Bryson, M. (1998). From the ridiculous to the sublime: On finding oneself in educational research. In W. F. Pinar (Ed.), Queer theory in education (pp. 245-250). Mahwah, NJ: Lawrence Erlbaum.
59. Destandau, N., Nelson, C., & Snelbecker, K. (March, 1995). Coming out in the classroom: Equal educational opportunities (Colloquium). TESOL Convention, Long Beach.
60. De Vincenti, G., Giovanangeli, A., & Ward, R. (2007). The queer stopover: How queer travels in the language classroom. Electronic Journal of Foreign Language Teaching, 4(Suppl. 1), 58-72.
61. Duff, P.A., & Uchida, Y. (1997). The negotiation of teachers' sociocultural identities and practices in postsecondary EFL classrooms. TESOL Quarterly, 31(3), 451-484.
62. Edelhoff, C. (1981). Theme-oriented English teaching: Text-varieties, media, skills and project-work. In C. N. Candlin (Ed. & Trans.), The communicative teaching of English: Principles and an exercise typology (pp. 49-62). Harlow, Essex: Longman.
63. Edwards, A. D., & Westgate, D. P. G. (1994). Investigating classroom talk (2nd ed.). London: Falmer Press.
64. Edwards, D., & Mercer, N. (1987). Common knowledge: The development of understanding in the classroom. London: Methuen.
65. Ellwood, C. (2006). On coming out and coming undone: Sexualities and reflexivities in language education research. Journal of Language, Identity, and Education, 5(1), 67-84.
66. Epstein, D. (Ed.). (1994). Challenging lesbian and gay inequalities in education. Buckingham: Open University Press.
67. Epstein, D., & Johnson, R. (1994). On the straight and narrow: The heterosexual presumption, homophobias, and schools. In D. Epstein (Ed.), Challenging lesbian and gay inequalities in education (pp. 197-230). Buckingham: Open University Press.
68. Erni, J. N. (2003). Run queer Asia run. In G. A. Yep, K. E. Lovaas, & J. P. Elia (Eds.), Queer theory and communication: From disciplining queers to queering the discipline(s) (pp. 381-384). New York: Haworth Press.
69. Evans, K. (2002). Negotiating the self: Identity, sexuality, and emotion in learning to teach. New York: Routledge Falmer.
70. Fairclough, N. (1992). Discourse and social change. Cambridge: Polity Press.
71. Flax, J. (1989). Postmodernism and gender relations in feminist theory. In M. R. Malson, J. F. O'Barr, S. Westphal-Wihl, & M. Wyer (Eds.), Feminist theory in practice and process (pp. 51-73). Chicago: University of Chicago Press.
72. Folse, K. S. (1996). Discussion starters: Speaking fluency activities for advanced ESL/EFL students. Ann Arbor, MI: University of Michigan Press.
73. Ford, F. (1997). Letter to the editor. TESOL Matters, 7(5), 6.
74. Foucault, M. (1972). The archeology of knowledge and the discourse on language. New York: Pantheon.
75. Foucault, M. (1980). Power/Knowledge: Selected interviews and other writings, 1927-1977. (C. Gordon, L. Marshall, J. Mepham, & K. Soper, Trans.). New York: Pantheon.
76. Foucault, M. (1981). The order of discourse. In R. Young (Ed.), Untying the text (pp. 48-78). Boston: Routledge & Kegan Paul.
77. Foucault, M. (1982). Afterword: The subject and power. In H. Dreyfus & P. Rabinow, Michel Foucault: Beyond structuralism and hermeneutics (pp. 208-226). Hertfordshire: Harvester Press.
78. Foucault, M. (1988). Power, moral values, and the intellectual [Interview with Michel Foucault conducted by Michael Bess, 3 November 1980]. History of the present, (4), 13.
79. Foucault, M. (1990). The history of sexuality, Volume 1. New York: Random House.
80. Freeman, D. (1996). Redefining the relationship between research and what teachers know. In K. M. Bailey & D. Nunan (Eds.), Voices from the language classroom (pp. 88-122). Cambridge: Cambridge University Press.
81. Freeman, D. (1998). Doing teacher research: From inquiry to understanding. Pacific Grove: Heinle & Heinle.
82. Fung, R. (1995). The trouble with 'Asians.' In M. Dorenkamp & R. Henke (Eds.), Negotiating lesbian and gay subjects (pp. 123-130). New York: Routledge.
83. Fuss, D. (1989). Essentially speaking: Feminism, nature and difference. New York: Routledge.
84. Fuss, D. (1991). Inside/out. In D. Fuss (Ed.), Inside/Out: Lesbian theories, gay theories (pp. 1-10). New York: Routledge.
85. Gee, J. P. (1990). Social linguistics and literacies: Ideology in discourses. Bristol, PA: Falmer Press.
86. Gee, J. P. (1997). Meanings in discourses: Coordinating and being coordinated. In S. Muspratt, A. Luke, & P. Freebody, Constructing critical literacies: Teaching and learning textual practice (pp. 273-302). St Leonards, Australia: Allen & Unwin.
87. Giroux, H. (1993a). Literacy and the politics of difference. In C. Lankshear & P. L. McLaren (Eds.), Critical literacy (pp. 367-377). Albany: State University of New York.
88. Giroux, H. (1993b). Living dangerously: Multiculturalism and the politics of difference. New York: Peter Lang.
89. Goffman, E. (1963). Stigma: Notes on the management of spoiled identity. Englewood Cliffs, NJ: Prentice Hall.
90. Goffman, E. (1971). Relations in public: Microstudies of the public order. New York: Basic Books.
91. Golombek, P. R. (1998). A study of language teachers' personal practical knowledge. TESOL Quarterly, 32(3), 447-464.
92. Gore, J. (1993). The struggle for pedagogies: Critical and feminist discourses as regimes of truth. London: Routledge.
93. Griffin, P. (1992). From hiding to coming out: Empowering lesbian and gay educators. In K. M. Harbeck (Ed.), Coming out of the classroom closet: Gay and lesbian students, teachers and curricula (pp. 167-196). New York: Haworth Press.
94. Gumperz, J. J., & Cook-Gumperz, J. (1982). Introduction: Language and the communication of social identity. In J. J. Gumperz (Ed.), Language and social identity (pp. 1-21). Cambridge University Press.
95. Hall, S. (1990). Cultural identity and diaspora. In J. Rutherford (Ed.), Identity: Community, culture, difference (pp. 222-237). London: Lawrence & Wishart.
96. Hall, S. (1993). Deviance, politics, and the media. In H. Abelove, M. A. Barale, & D. M. Halperin (Eds.), The lesbian and gay studies reader (pp. 62-90). New York: Routledge.
97. Hammersley, M. (1990). Reading ethnographic research: A critical guide. London: Longman.
98. Hammersley, M. (1993). On practitioner ethnography. In M. Hammersley (Ed.), Controversies in classroom research (2nd ed.) (pp. 246-264). Buckingham: Open University Press.
99. Hanson, J. (1998). A unit on romance, marriage, and sexual orientation. Outside In, the Newsletter of the Lesbian/Gay/Bisexual and Friends Caucus (of TESOL), 3(2), 5-6.
100. Harbeck, K. M. (Ed.). (1992). Coming out of the classroom closet: Gay and lesbian students, teachers and curricula. New York: Haworth Press.
101. Harding, S. (1989). The instability of the analytical categories of feminist theory. In M. R. Malson, J. F. O'Barr, S. Westphal-Wihl, & M. Wyer (Eds.), Feminist theory in practice and process (pp. 15-34). University of Chicago Press.
102. Harris, S. (1990). Lesbian and gay issues in the English classroom: The importance of being honest. Philadelphia: Open University Press.
103. Hart, E. L. (1988). Literacy and the lesbian/gay learner. In S. H. Parmeter & I. Reti (Eds.), The lesbian in front of the classroom: Writings by lesbian teachers (pp. 30-43). Santa Cruz: HerBooks.
104. Hawley, J. C. (Ed.). (2001). Postcolonial, queer: Theoretical intersections. Albany, NY: State University of New York.
105. Hinson, S. (1996). A practice focused approach to addressing heterosexist violence in Australian schools. In L. Laskey & C. Beavis (Eds.), Schooling and sexualities: Teaching for a positive sexuality (pp. 241-258). Victoria, Australia: Deakin Centre for Education and Change, Deakin University.
106. Hirst, A. (1981). Gay's the word but not in EFL. EFL Gazette, 28 (reprinted in TESOL Newsletter, June 1982).
107. Holland, S. P. (1994). Humanity is not a luxury: Some thoughts on a recent passing. In L. Garber (Ed.), Tilting the tower: Lesbians/teaching/queer subjects (pp. 168-176). New York: Routledge.
108. Holliday, A. (1999). Small cultures. Applied Linguistics, 20(2), 237-264.
109. hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.
110. Hsu, W. (2006). Easing into research literacy through a genre and courseware approach. Electronic Journal of Foreign Language Teaching, 3(1), 70-89. Retrieved November 14, 2006, from http://e-flt.nus.edu.sg/v3n12006/hsu.htm
111. Jackson, P. W. (1968). Life in classrooms. New York: Hold, Rinehart, and Winston.
112. Jagose, A. (1996). Queer theory. Melbourne University Press.
113. Jaworski, A. (Ed.). (1997). Silence: Interdisciplinary perspectives. Berlin: Mouton de Gruyter.
114. Jewell, J. B. W. (1998). A transgendered ESL learner in relation to her class textbooks, heterosexist hegemony and change. Melbourne Papers in Applied Linguistics, 10, 1-21.
115. Johnson, R. (1995). ESL teacher education and intercultural communication: Discomfort as a learning tool. TESL Canada Journal/Revue TESL du Canada, 12(2), 59-66.
116. Jones, C., & Jack, D. (1994, March 10). Inclusion: Gay and lesbian issues and literature in ESL classes (Workshop). TESOL Convention, Baltimore.
117. Jones, R. H. (1996). Responses to AIDS awareness discourse: A cross-cultural frame analysis. Research monograph no. 10. City University of Hong Kong Department of English.
118. Kappra, R. (1998/1999). Addressing heterosexism in the IEP classroom. TESOL Matters, 8(6), 19.
119. Kato, N. (1999). Working with gay, lesbian and bisexual international students in the United States. International Educator [NAFSA: Association of International Educators] 8(1) Retrieved February 20, 2000, from http://www.nafsa.org.
120. Khayatt, M. D. (1992). Lesbian teachers: An invisible presence. Albany: State University of New York Press.
121. King, B. W. (2008). "Being gay guy, that is the advantage": Queer Korean language learning and identity construction. Journal of Language, Identity, and Education, 7 (3/4), 230-252.
122. King, K. (2002). "There are no lesbians here": Lesbianisms, feminisms, and global gay formations. In A. Cruz-Malavé & M. F. Manalansan IV (Eds.), Queer globalizations: Citizenship and the afterlife of colonialism (pp. 33-45). New York: New York University Press.
123. Kitzinger, C. (1996). Speaking of oppression: Psychology, politics and the language of power. In E. D. Rothblum & L. A. Bond (Eds.), Preventing heterosexism and homophobia (pp. 3-19). Thousand Oaks, CA: Sage.
124. Kramsch, C. (1993). Context and culture in language teaching. Oxford: Oxford University Press.
125. Kumaravadivelu, B. (1994). The postmethod condition: (E)merging strategies for second/foreign language teaching. TESOL Quarterly, 28(1), 27-48.
126. Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching. New Haven: Yale University Press.
127. Kumashiro, K. K. (2002). Troubling education: Queer activism and antioppressive pedagogy. New York: Routledge Falmer.
128. Ladenson, E. (Autumn, 1998). Gay Paree; or thank heaven for little girls. Modern Language Studies, 28(3/4), 187-192.
129. Laskey, L., & Beavis, C. (Eds.). (1996). Schooling and sexualities: Teaching for a positive sexuality.Victoria, Australia: Deakin Centre for Education and Change, Deakin University.
130. Lather, P. (1991). Getting smart: Feminist research and pedagogy with/in the postmodern. London: Routledge.
131. Lave, J., & Wenger, E. (1991). Situated learning. Cambridge University Press.
132. Layder, D. (1993). New strategies in social research. Oxford: Polity Press.
133. Lee, A. (1996). Gender, literacy, curriculum: Re-writing school geography. London: Taylor & Francis.
134. Legutke, M., & Thomas, H. (1991). Process and experience in the language classroom. London: Longman.
135. Lemke, J. L. (1985). Using language in the classroom. Geelong, Australia: Deakin University Press.
136. Lemke, J. L. (1995). Textual politics: Discourse and social dynamics. London: Taylor & Francis.
137. Le Page, R. B., & Tabouret-Keller, A. (1985). Acts of identity. Cambridge University Press.
138. Leung, C., Harris, R., & Rampton, B. (1997). The idealised native speaker, reified ethnicities, and classroom realities. TESOL Quarterly, 31(3), 543-560.
139. Lindstromberg, S. (1997). Letter to the editor. TESOL Matters, 7(3), 21.
140. Livia, A., & Hall, K. (Eds.). (1997a). Queerly phrased: Language, gender, and sexuality. New York: Oxford University Press.
141. Livia, A., & Hall, K. (1997b). "It's a girl!" Bringing performativity back to linguistics. In A. Livia & K. Hall (Eds.), Queerly phrased: Language, gender, and sexuality (pp. 3-18). New York: Oxford University Press.
142. Luhmann, S. (1998). Queering/Querying pedagogy? Or, pedagogy is a pretty queer thing. In W. F. Pinar (Ed.), Queer theory in education (pp. 141-155). Mahwah, NJ: Lawrence Erlbaum.
143. Lusted, D. (1986). Why pedagogy? Screen, 27(5), 2-14.
144. Macan Ghaill, M. (1994). (In)visibility: Sexuality, race and masculinity in the school context. In D. Epstein (Ed.), Challenging lesbian and gay inequalities in education (pp. 152-176). Buckingham: Open University Press.
145. Maher, F. A., & Tetreault, M. K. T. (1994). The feminist classroom. New York: Basic Books.
146. Malinowitz, H. (1992). Extending our concept of multiculturalism: Lesbian and gay reality and the writing class. In J. Collins (Ed.), Vital signs 3: Restructuring the English classroom. Portsmouth, NH: Heinemann.
147. Malinowitz, H. (1995). Textual orientations: Lesbian and gay students and the making of discourse communities. Portsmouth, NH: Heinemann.
148. Martindale, K. (1997). Querying pedagogy: Teaching un/popular cultures. In S. de Castell & M. Bryson (Eds.), Radical inventions: Identity, politics, and difference/s in educational praxis (pp. 59-83). Albany, NY: State University of New York Press.
149. McGroarty, M. (1998). Constructive and constructivist challenges for applied linguistics. Language Learning, 48(4), 591-622.
150. McLaren, P. L., & Lankshear, C. (1993). Critical literacy and the postmodern turn. In C. Lankshear & P. McLaren (Eds.), Critical literacy: Politics, praxis, and the postmodern (pp. 379-419). Albany, NY: State University of New York Press.
151. McLeod, J., & Yates, L. (1997). Can we find out about girls and boys today-or must we settle for just talking about ourselves? Dilemmas of a feminist, qualitative, longitudinal research project. Australian Educational Researcher, 24(3), 23-55.
152. Mercer, N. (1995). The guided construction of knowledge: Talk amongst teachers and learners. Clevedon: Multilingual Matters.
153. Misson, R. (1996). What's in it for me? Teaching against homophobic discourse. In L. Laskey & C. Beavis (Eds.), Schooling and sexualities: Teaching for a positive sexuality (pp. 117-129). Victoria, Australia: Deakin Centre for Education and Change, Deakin University.
154. Mittler, M. L., & Blumenthal, A. (1994). On being a change agent: Teacher as text, homophobia as context. In L. Garber (Ed.), Tilting the tower: Lesbians/teaching/queer subjects (pp. 3-10). New York: Routledge.
155. Moita-Lopes, L. P. (2006). Queering literacy teaching: Analyzing gay-themed discourses in a fifth-grade class in Brazil. Journal of Language, Identity, and Education, 5(1), 31-50.
156. Morgan, B. (1997). Identity and intonation: Linking dynamic processes in an ESL classroom. TESOL Quarterly, 31(3), 431-450.
157. Morgan, B. (2004). Teacher identity as pedagogy: Towards a field-internal conceptualization in bilingual and second language education. Bilingual Education and Bilingualism, 7(2&3), 172-188.
158. Murphy, M. L. (1997). The elusive bisexual: Social categorization and lexico-semantic change. In A. Livia & K. Hall (Eds.), Queerly phrased: Language, gender, and sexuality (pp. 35-57). New York: Oxford University Press.
159. Neff, J. (1992). Confronting heterosexism in the classroom (Workshop). IATEFL Conference, Lille, France.
160. Nelson, C. (1993). Heterosexism in ESL: Examining our attitudes. TESOL Quarterly, 27(1), 143-150.
161. Nelson, C. (1999). Sexual identities in ESL: Queer theory and classroom inquiry. TESOL Quarterly, 33(3), 371-391.
162. Nelson, C. (2002). Queer as a second language: Classroom theatre for everyone (Spotlight Session, a featured presentation) TESOL Convention, Salt Lake City.
163. Nelson, C. D. (2004a). Beyond straight grammar: Using lesbian/gay themes to explore cultural meanings. In B. Norton & A. Pavlenko (Eds.). Gender and English language learners (pp. 15-28). Alexandra, VI: Teachers of English to Speakers of Other Languages.
164. Nelson, C. D. (2004b). A queer chaos of meanings: Coming out conundrums in globalised classrooms. Journal of Gay and Lesbian Issues in Education, 2(1), 27-46.
165. Nelson, C. D. (2005). Transnational/queer: Narratives from the contact zone. Journal of Curriculum Theorizing, 21(2), 109-117.
166. Nelson, C. D. (2006). Queer inquiry in language education. Journal of Language, Identity, and Education, 5(1), 1-9.
167. Nguyen, H. T., & Kellogg, G. (2005). Emergent identities in on-line discussions for second language learning. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 62(1), 111-136.
168. Norton, B. (1997). Language, identity, and the ownership of English. TESOL Quarterly, 31(3), 409-429.
169. Norton, B. (2000). Identity and language learning: Social processes and educational practice. Harlow, England: Longman.
170. Norton Peirce, B. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29(1), 9-31.
171. Nunan, D. (1992). Research methods in language learning. Cambridge: Cambridge University Press.
172. Ochs, E. (1979). Transcription as theory. In E. Ochs & B. B. Schiefflen (Eds.), Developmental pragmatics (pp. 43-72). New York: Academic Press.
173. O'Loughlin, K. (2001). (En)gendering the TESOL classroom. Prospect: An Australian Journal of TESOL, 16(2), 33-44.
174. Ó'Móchain, R. (2006). Discussing gender and sexuality in a context-appropriate way: Queer narratives in an EFL college classroom in Japan. Journal of Language, Identity, and Education, 5(1), 51-66.
175. Ó'Móchain, R., Mitchell, M., & Nelson, C. D. (2003). Dialogues around 'Heterosexism in ESL: Examining our attitudes' and 'Sexual identities in ESL: Queer theory and classroom inquiry,' by Cynthia Nelson (1993, 1999). In J. Sharkey & K. E. Johnson (Eds.), The TESOL Quarterly dialogues: Rethinking issues of language, culture, and power (pp. 123-140). Alexandria, VI: Teachers of English to Speakers of Other Languages.
176. Pallotta-Chiarolli, M., Van de Ven, P., Prestage, G., & Kippax, S. (1999). 'Too busy studying and no time for sex?' Homosexually active male international students and sexual health.Monograph 4. Sydney: National Centre in HIV Social Research, University of New South Wales.
177. Parmeter, S. H. (1988). Four good reasons why every lesbian teacher should be free to come out in the classroom. In S. H. Parmeter & I. Reti (Eds.), The lesbian in front of the classroom (pp. 44-58). Santa Cruz, CA: HerBooks.
178. Pavlenko, A. (2004). Gender and sexuality in foreign and second language education: Critical and feminist approaches. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 53-71). Cambridge University Press.
179. Pellegrini, A. (1992). S[h]ifting the terms of hetero/sexism: Gender, power, homophobias. In W. J. Blumenfeld (Ed.), Homophobia: How we all pay the price (pp. 39-56). Boston: Beacon Press.
180. Pennycook, A. (1990). Towards a critical applied linguistics for the 1990s. Issues in Applied Linguistics, 1(1), 8-28.
181. Pennycook, A. (1994). Incommensurable discourses? Applied Linguistics, 15(2), 115-138.
182. Pennycook, A. (1995). English in the world/the world in English. In J. W. Tollefson (Ed.), Power and inequality in language education (pp. 34-58). Cambridge University Press.
183. Pennycook, A. (2001). Critical applied linguistics: A critical introduction.Mahwah, NJ: Lawrence Erlbaum.
184. Phelan, S. (1994). Getting specific: Postmodern lesbian politics.Minneapolis, MN: University of Minnesota Press.
185. Phillips, D. (1996). Agency and identity in the gay and lesbian studies classroom: A perspective from Australia. In D. R. Walling (Ed.), Open lives, safe schools: Addressing gay and lesbian issues in education (pp. 103-120). Bloomington, IN: Phi Delta Kappa Educational Foundation.
186. Phillipson, R. (1992). Linguistic imperialism. Oxford: Oxford University Press.
187. Piepho, H. E. (1981). Some psychological bases for learning strategies and exercises in the communicative teaching of English. In C. N. Candlin (Ed. & Trans.), The communicative teaching of English: Principles and an exercise typology (pp. 45-48). London: Longman.
188. Poynton, C. (1997). Language, difference and identity: Three perspectives. Literacy and Numeracy Studies, 7(1), 7-24.
189. Pratt, M. L. (1999). Arts of the contact zone. In D. Bartholomae & A. Petrosky (Eds.), Ways of reading: An anthology for writers (5th ed., pp. 581-596). Boston: Bedford/St Martins.
190. Redman, P. (1994). Shifting ground: Rethinking sexuality education. In D. Epstein (Ed.), Challenging lesbian and gay inequalities in education (pp. 131-151). Buckingham: Open University Press.
191. Reid, J. (1987). Basic writing. Englewood Cliffs, NJ: Prentice Hall.
192. Richards, J. C. (1990). The language teaching matrix. Cambridge University Press.
193. Rizvi, F., & Walsh, L. (1998). Difference, globalisation and the internationalisation of curriculum. Australian Universities' Review, 41(2), 7-11.
194. Roberts, C. (1997). Transcribing talk: Issues of representation. TESOL Quarterly, 31(1), 167-172.
195. Roberts, C., & Sarangi, S. (1995). 'But are they one of us?' Managing and evaluating identities in workrelated contexts. Multilingua, 14(4), 363-390.
196. Rooks, G. (1988). The non-stop discussion workbook (2nd ed.). Boston: Heinle & Heinle.
197. Roseberry, D. (1999). Different perspectives on the campus environment. LESBIGAY SIGnals (Newsletter of the 'Lesbigay special interest group' of NAFSA, the Association of International Educators), 5(2), 1, 4.
198. Rubin, G. (1984/1993). Thinking sex: Notes for a radical theory of the politics of sexuality. In H. Abelove, M. A. Barale, & D. M. Halperin (Eds.), The lesbian and gay studies reader (pp. 3-44). New York: Routledge.
199. Saint Pierre, R. (1994). On being out in the classroom: Dilemma or duty? In K. Jennings (Ed.), One teacher in 10: Gay and lesbian educators tell their stories (pp. 164-167). Boston: Alyson Publications.
200. Santiago, S. (2002). The wily homosexual (first-and necessarily hasty-notes). In A. Cruz-Malavé & M. F. Manalansan IV (Eds.), Queer globalizations: Citizenship and the afterlife of colonialism (pp. 13-19). New York: New York University Press.
201. Sarangi, S. (1995). Culture. In J. Verschueren, J. Östman, & J. Blommaert (Eds.), Handbook of pragmatics (pp. 1-30). Amsterdam: Benjamins.
202. Saville-Troike, M. (1982). The ethnography of communication: An introduction. Oxford: Basil Blackwell.
203. Schegloff, E. A. (1997). Whose text? Whose context? Discourse & Society, 8(2), 165-187.
204. Schenke, A. (1991). The 'will to reciprocity' and the work of memory: Fictioning speaking out of silence in ESL and feminist pedagogy. Resources for Feminist Research/Documentation sur la recherche feministe, 20(3/4), 47-55.
205. Schenke, A. (1996). Not just a 'social issue': Teaching feminist in ESL. TESOL Quarterly, 30(1), 155-159.
206. Scollon, R., & Scollon, S. W. (1995). Intercultural communication. Oxford: Blackwell.
207. Sears, J. T. (1987). Peering into the well of loneliness: The responsibility of educators to gay and lesbian youth. In A. Molnar (Ed.), Social issues and education: Challenge and responsibility (pp. 79-100). Alexandria, VA: Association for Supervision and Curriculum Development.
208. Sears, J. T. (Ed.). (1992). Sexuality and the curriculum. New York: Teachers College Press.
209. Sears, J. T. (Ed.). (2005). Youth, education, and sexualities: An international encyclopedia [two volumes]. Westport, CT: Greenwood Press.
210. Sedgwick, E. K. (1990). Epistemology of the closet. London: Penguin.
211. Seidman, S. (1993). Identity and politics in a 'postmodern' gay culture: Some historical and conceptual notes. In M. Warner (Ed.), Fear of a queer planet: Queer politics and social theory (pp. 105-142). Minneapolis, MN: University of Minnesota Press.
212. Seidman, S. (1994). Contested knowledge: Social theory in the postmodern era. Oxford: Blackwell.
213. Seidman, S. (1995). Deconstructing queer theory or the under-theorization of the social and the ethical. In L. Nicholson & S. Seidman (Eds.), Social postmodernism: Beyond identity politics (pp. 116-141). Cambridge University Press.
214. Shardakova, M., & Pavlenko, A. (2004). Identity options in Russian textbooks. Journal of Language, Identity, and Education, 3(1), 25-46.
215. Shore, E. (1992). 'Out of the closet and into the classroom': A personal essay on coming out to my students. GLESOL Newsletter [Newsletter of Gay and Lesbian Educators to Speakers of Other Languages], 1(1), 3-4.
216. Silverman, D. (1993) Interpreting qualitative data. London: Sage Publications.
217. Simon, R. (1992). Teaching against the grain: Texts for a pedagogy of possibility. New York: Bergin & Garvey.
218. Simon-Maeda, A. (2004). The complex construction of professional identities: Female EFL educators in Japan speak out. TESOL Quarterly, 38(3), 405-436.
219. Snelbecker, K. A. (1994). Speaking out: A survey of lesbian, gay and bisexual teachers of ESOL in the US. Unpublished Master's thesis. School for International Training, Brattleboro, Vermont.
220. Snelbecker, K., & Meyer, T. (1996). Dealing with sexual orientation in the classroom. TESOL Matters, 6(4), 19.
221. Spivak, G. C. (1990). Questions of multi-culturalism [Interview with Gayatri Spivak]. In S. Harasym (Ed.), The post-colonial critic: Interviews, strategies, dialogues (pp. 59-66). New York: Routledge.
222. Spraggs, G. (1994). Coming out in the National Union of Teachers. In D. Epstein (Ed.), Challenging lesbian and gay inequalities in education (pp. 179-196). Buckingham, England: Open University Press.
223. Stern, H. H. (1983). Fundamental concepts of language teaching. Oxford: Oxford University Press.
224. Stoller, N. (1994). Creating a nonhomophobic atmosphere on a college campus. In L. Garber (Ed.), Tilting the tower: Lesbians/teaching/queer subjects (pp. 198-207). New York: Routledge.
225. Strongman, R. (2002). Syncretic religion and dissident sexualities. In A. Cruz-Malavé & M. F. Manalansan IV (Eds.), Queer globalizations: Citizenship and the afterlife of colonialism (pp. 176-192). New York University Press.
226. Sumara, D., & Davis, B. (1998). Telling tales of surprise. In W. F. Pinar (Ed.), Queer theory in education (pp. 197-219). Mahwah, NJ: Lawrence Erlbaum.
227. Sumara, D., & Davis, B. (1999). Interrupting heteronormativity: Toward a queer curriculum theory. Curriculum Inquiry, 29(2), 191.
228. Summerhawk, B. (1998). From closet to classroom: Gay issues in ESL/EFL. The Language Teacher (JALT), 22(5), 21-23.
229. Sunderland, J. (2004). Gendered discourses. New York: Palgrave Macmillan.
230. Talburt, S. (2000a). On not coming out: Or, reimagining limits. In W. J. Spurlin (Ed.), Lesbian and gay studies and the teaching of English: Positions, pedagogies, and cultural politics (pp. 54-78). Urbana, IL: National Council of Teachers of English.
231. Talburt, S. (2000b). Identity politics, institutional response, and cultural negotiation: Meanings of a gay and lesbian office on campus. In S. Talburt & S. R. Steinberg (Eds.), Thinking queer: Sexuality, culture, and education (pp. 3-13). New York: Peter Lang.
232. Tan, C. K. (2001). Transcending sexual nationalism and colonialism: Cultural hybridization as process of sexual politics in '90s Taiwan. In J. C. Hawley (Ed.), Postcolonial, queer: Theoretical intersections. Albany, NY: State University of New York.
233. Thewlis, S. H. (1997). Grammar dimensions, Book 3 (2nd ed.). Pacific Grove: Heinle & Heinle.
234. Thomas, J. (1983). Cross-cultural pragmatic failure. Applied Linguistics, 4(2), 91-112.
235. Usher, R., & Edwards, R. (1994). Postmodernism and education: Different voices, different worlds. London: Routledge.
236. Valentine, J. (1997). Pots and pans: Identification of queer Japanese in terms of discrimination. In A. Livia & K. Hall (Eds.), Queerly phrased: Language, gender, and sexuality (pp. 95-114). New York: Oxford University Press.
237. van Dijk, T. (1993). Elite discourse and racism. Newbury Park, CA: Sage.
238. Vandrick, S. (1997a). The role of hidden identities in the postsecondary ESL classroom. TESOL Quarterly, 31(1), 153-157.
239. Vandrick, S. (1997b). Heterosexual teachers' part in fighting homophobia. TESOL Matters, 7(2), 23.
240. van Lier, L. (1988). The classroom and the language learner: Ethnography and second-language classroom research. Oxford: Oxford University Press.
241. van Lier, L. (1996). Interaction in the language curriculum: Awareness, autonomy and authenticity. London: Longman.
242. Warner, M. (1993). Introduction. In M. Warner (Ed.), Fear of a queer planet: Queer politics and social theory (pp. vii-xliv). Minneapolis, MN: University of Minnesota Press.
243. Watney, S. (1991). School's out. In D. Fuss (Ed.), Inside/Out: Lesbian theories/gay theories (pp. 387-401). New York: Routledge.
244. Watson-Gegeo, K. A. (1988). Ethnography in ESL: Defining the essentials. TESOL Quarterly, 22(4), 575-592.
245. Weedon, C. (1987). Feminist practice and poststructuralist theory. London: Blackwell.
246. Weeks, J. (1987). Questions of identity. In P. Caplan (Ed.), The cultural construction of sexuality (pp. 31-51). London: Routledge.
247. Weeks, J. (1990). The value of difference. In J. Rutherford (Ed.), Identity: Community, culture, difference (pp. 88-100). London: Lawrence & Wishart.
248. Weeks, J. (1991). Invented moralities. History Workshop Journal, 32, 151-166.
249. Williams, C. (1997). Feminism and queer theory: Allies or antagonists? Australian Feminist Studies, 12(26), 293-298.
250. Willing, K. (1992). Talking it through: Clarification and problem solving in professional work. Sydney: National Centre for English Language Teaching and Research, Macquarie University.