ABSTRACT
Some teachers in this study were keen to support the lesbian, gay, and transgender students who were in their language classes and programs; a few teachers described their attempts to teach in ways that would take into account these students’ needs and perspectives. Yet, for the most part, these efforts were limited to providing support or assistance only to specific students who were known by the teacher to be sexual minorities, and only on an individualized, occasional basis. In this chapter, I make the case that there is a need to routinely conceptualize cohorts as encompassing gay, lesbian, bisexual, straight, transgender, queer, and questioning students, while recognizing that these identifications have myriad and changing meanings, especially transculturally. Moreover, language curricula and teaching practices need to be rethought with this multisexual mix in mind.
