ABSTRACT
The authors of this chapter offer a unique combination of classroom experience as educators as well as scholarship in the field of gender and sexuality diversity and queering education theories. First, they briefly discuss several major themes that appear in the literature in relation to opportunities for learning (OfL) and LGBTQ+ students’ schooling with respect to English language arts (ELA). Then, they present two fictionalized but realistic vignettes that reflect dominant research findings regarding efforts at LGBTQ+ student inclusiveness in ELA classes, analyze the vignettes in relation to OfL in ELA, and conclude with their main perspectives on LGBTQ+ students’ OfL in ELA classrooms.
