ABSTRACT
This chapter describes three strategies for choosing a research topic related to gender and language teacher education, strategies that may appear to be very obvious but that researchers sometimes overlook. There seems to be epistemological and ontological violence against discursive expressions of sexual, romantic and gendered identities in language learning. However, consumers of textbooks and media construct their own ideological gendered interpretations when engaging with learning and visual texts, which may resist or legitimize the discursive representations. Additionally, little is known about gay/lesbian/transgender language teachers. Qualitative discourse approaches could be used to ascertain language learning and teaching experiences in dialogue with narrative perspectives. Language teachers seem not to be fully aware of how their pedagogical planning for language teaching could result in social practices disadvantageous for some of their language learners. Qualitative discourse approaches could be used to ascertain language learning and teaching experiences in dialogue with narrative perspectives.
