ABSTRACT
This chapter outlines an activity to help prepare English as a Second Language (ESL) practitioners to build more lesbian, gay, bisexual, transgender, queer, question, same-sex-loving, twin-spirited, intersexe + inclusive pedagogies. The director of the ESL program felt that additional teacher education opportunities would help the ESL faculty members to address this very visible sexual diversity in their classes with English language learners, with the goal of facilitating understanding, respectful engagement, and greater acculturation to the local campus. The workshop participants were ESL educators focusing on the two-year college setting. While the majority were native English-speaking teachers, a small subset was non-native English-speaking teachers predominantly coming from South America, the Middle East, and Eastern Europe. A queer approach can also be used to challenge the status quo of other identities, such as professional identity.
