Content uploaded by James Coda
Author content
All content in this area was uploaded by James Coda on Apr 13, 2019
Content may be subject to copyright.
Vol. XX No. X ADULT LEARNING
1
Refereed Articles
Abstract: For adult English language learners, the
English language classroom provides a space for
students to examine cultural as well other identities.
However, discussions often center on racial, rather
than sexual identities. In addition, attention to
how adult English language instructors engage in
classroom practices that focus on sexual identities
is often limited. This article examines how adult
educators in English language classrooms feel
regarding the inclusion of Lesbian, Gay, Bisexual,
Queer (LGBQ) topics and materials into their
curriculum and instruction. Through a web-based
survey, teachers described their beliefs, practices,
and challenges in creating lessons and responding
to student questions in ways that broke down
heteronormativity in the adult English language
classroom. Findings add to the limited knowledge
of how teachers in post-secondary, English
language classrooms create and support a culturally
responsive learning environment regarding sexual
identities.
Keywords: English language learners, LGBQ, queer
theory
Introduction
In recent decades, educational research has strongly
supported the incorporation of student cultural
identities into adult learning environments (Goldstein,
2004; Phinney, 2003; Shaw, 2001; Nelson, 2006).
Nowhere is this need more clearly demonstrated than
among the ethnic, racial, and linguistic diverse learners
in adult English language classrooms. As these learners
simultaneously experience the language acquisition
and acculturation processes, the salience of their
cultural identities is intensified as they make sense of
their new role in their adopted culture (Nelson, 2006;
Phinney, 2003). The English language learning
classroom can serve as a comfortable and safe site for
students to explore various facets of their cultural
identities. However, there is still some reticence on the
part of educators to include such lessons or to allow
classroom conversations related to sexual identities
other than heterosexuality (Liddicoat, 2009; Nelson,
2006; Ullman, 1997). When identity is discussed, racial
rather than sexual identity is the focus, inadvertently
continuing the privileging of traditional sexual identity
(Kappra & Vandrick, 2006). To the detriment of all
learners, this lack of attention to sexual identity results
in the continued normalization of heterosexual
identities and can cause problems as learners look to
the English language classroom to increase their
cultural awareness, as well as their linguistic
proficiency (Paiz, 2015).
Although there is a growing awareness of the need
to include sexual identity into the adult English
language classroom, there is still limited understanding
of the extent of and the ways in which it is done by
712483ALXXXX10.1177/1045159517712483Adult learningAdult learning
research-article2017
It’s Not in the Curriculum
Adult English Language Teachers and LGBQ Topics
Christy M. Rhodes, PhD1, and James Coda, MAEd2
DOI: 10.1177/1045159517712483. From 1East Carolina University, Greenville, and 2University of Georgia, Athens. Address correspondence to:
Christy M. Rhodes, PhD, East Carolina University, East 5th Street, Ragsdale Hall 221-A, Greenville, NC 27858, USA; email: rhodesc14@ecu.edu.
For reprints and permissions queries, please visit SAGE’s Web site at http://www.sagepub.com/journalsPermissions.nav.
Copyright © 2017 The Author(s)
ADULT LEARNING Mon 2017
2
English language instructors in adult learning
environments (Nelson, 2006). Using Nelson’s
framework of queer inquiry in English language
classrooms, this study endeavored to add to the
growing body of research exploring the perceptions of
English language teachers of adults regarding the
inclusion of topics and materials with lesbian, gay,
bisexual, queer (LGBQ) representation into their
curriculum and instruction. The following research
questions guided this study:
Research Question 1: How do English language
teachers of adults feel about the inclusion of topics
and materials with LGBQ representation in their
teaching?
Research Question 2: What factors do English
language teachers of adults believe influence the
inclusion of topics and materials with LGBQ
representation in their teaching?
Theoretical Framework
Queer Theory
Queer theory served as the framework of this
study. In contrast to the 1960’s gay and lesbian
liberation movements that sought to affirm a stable
and positive identity (Nelson, 1999; Sullivan, 2003),
queer theory uses poststructuralism’s notion of
unstable identities (Jagose, 1996) and “challenges the
normative social ordering of identities and
subjectivities along the heterosexual/homosexual
binary as well as privileging of heterosexuality as its
deviant and abhorrent ‘other’” (Browne & Nash, 2010,
p. 5). Furthermore, queer theory examines the
discursive relations that construct heterosexuality as
the norm, considering identities, such as gender and
acts, but not facts (Nelson, 1999).
For the purposes of this research, queer theory
offers an approach that problematizes all identities as
well as deconstructs the dichotomous oppositions,
such as hetero/homo, that are normalized within
society. Using a queer approach to our research not
only offers a way of focusing on the inclusion and
exclusion of LGBQ issues from teaching and
curricular practices but helps acknowledge that all
identities are social constructions (Burr, 2015) and
therefore are shaped discursively and materially
(Butler, 1995).
Review of Related Literature
There are limited studies of the strategies used to
incorporate cultural identities into adult English language
classrooms (Mathews-Aydinli, 2008). Research related to
the incorporation of sexual identities is even more
limited (Nelson, 2010). A predominant theme of these
studies is the need to overcome and disrupt the
heteronormativity of the adult English language
classrooms (Curran, 2006; Dumas, 2008; Nelson, 2010;
O’Mochain, 2006) to create environments in which all
students feel free to question and affirm their own
sexual identity and to understand the cultural values and
norms associated with it (Dumas, 2008; Nelson, 2010).
Nelson’s (2006) landmark study of both teachers and
students offers the richest description of this topic.
Findings indicated that although teachers wanted to be
inclusive, there were often underlying factors that
prevented them from doing so. In particular, teachers
grappled with knowing how to support individual
students in the process of “coming out,” responding to
homophobic comments in a class setting, and teaching
classes about issues related to sexual identity, which
they deemed outside of their expertise. Based on this
study, Nelson developed various recommendations for
practitioners, which include the reaffirmation of the
connection between sexual identity and cultural/
linguistic fluency, a call for practitioners to reflect on
and discard practices that reinforce heteronormativity,
and the paradigm shift of approaching classes as
multisexual, rather than as heterosexual or homosexual
cohorts.
One example of successful strategies used by adult
English language teachers to disrupt the
heteronormativity of adult English language classrooms
is offered in Curran’s (2006) description of his response
to an “unsuccessful” classroom teaching experience.
After identifying his unsuccessful positioning as the
“expert,” he developed a more student-centered
approach using reframing and deconstructing student
questions or comments. Both these strategies engage
all learners in critical thinking and reflection on their
assumptions related to their own and others’ sexual
identities.
Another successful strategy described in the
literature was the addition of narratives of “local,
queer-identifying individuals” to the readings
(O’Mochain, 2006, p. 52) in a cultural studies class at a
Vol. XX No. X ADULT LEARNING
3
Christian women’s college in Japan. Underlying the
success of this strategy are the goals of providing
positive models for LGBQ students and developing
understanding and empathy among the non-LGBQ
students.
Research has also described the ways teachers
respond to student queries or comments in the adult
English language classroom. In general, when faced
with spontaneous, student-generated questions or
comments, teachers have been found to offer cursory
acknowledgement of the question, often changing the
topic, effectively continuing to privilege heterosexual
identities (Dumas, 2010; King, 2008; Nelson, 2010).
Paradoxically, teachers have rooted their reticence to
engage in these discussions in cultural sensitivity and
respect for students’ native values. As described by
LGBQ students, this maintains heterosexual privilege
and can lead to their continued silence or engagement
in behaviors that hide their sexual identities (Dumas,
2010; Nelson, 2010).
Method
When research seeks to understand the experiences
and “underlying structures” (Merriam, 2009, p. 38) of a
phenomenon, the use of phenomenological research
design is appropriate. In this study, this approach was
used to understand how English language instructors
of adults feel about the inclusion of topics and
materials with LGBQ representation. Data were
collected through a web-based survey of open-ended
questions. A purposive sample of English language
adult educators was selected from respondents in a
previous study of culturally responsive teaching
practices. All had indicated a frequent use of inclusive
practices and were open to additional contact with the
primary researcher. All respondents were employed as
teachers in adult English language classes throughout
the United States. Of the 26 respondents, 19 identified
as female, five as male, and two preferred not to
answer. More than 73% of the sample taught in
college- and university-based English for academic
purposes (EAP) programs and 88% described the
composition of their classes as heterogeneous,
including students of various languages, cultures, and
national backgrounds. The respondents were a
moderately experienced group, with 50% having more
than 9 years of experience teaching English to adults
and 23% indicating having either between 5 and 9
years or between 1 and 5 years.
Data were collected in a web-based survey of
open-ended questions that was administered through
Qualtrics. The use of a web-based survey was chosen
for convenience, cost, and confidentiality (Rea &
Parker, 2005). The survey consisted of an opening yes/
no question about the respondent’s incorporation of
materials and activities with LGBQ representation into
their current teaching environment, followed by eight
open-ended questions. The first three open-ended
questions asked participants to describe materials and
activities they had used or would use, in addition to
the factors that encouraged or discouraged them from
incorporating LGBQ topics and materials into their
classes. These were followed by one item about their
experience with openly lesbian, gay, bisexual, trans,
queer (LGBTQ) students and their responses to three
classroom scenarios involving unplanned inclusion of
LGBTQ topics. Four demographic items regarding
respondents’ gender, teaching environment, student
ethnic and linguistic backgrounds, and teaching
experience completed the survey.
Data analysis followed the basic procedure
described by Creswell (2013): (a) organization of the
data; (b) reading and memoing; (c) describing,
classifying, and interpreting data into codes and
themes; (d) interpreting the data; and (e) representing
and visualizing the data. Of note in qualitative research,
the researcher’s position is significant and should be
examined for biases, experiences, and assumptions that
may influence the study (Merriam, 2009). Christy is a
White, cisgender, straight female assistant professor
with over 20 years teaching experience in English
language programs for adults in the United States and
abroad. She engages in research and professional
development about culturally inclusive teaching and
considers herself an ally to the LGBTQ community.
James identifies as a White, cisgender, gay male
doctoral student in Language and Literacy Education.
His teaching experience includes K-12 Spanish and
adult English literacy classes. In his doctoral studies,
James’s work analyzed the normative ways gender and
sexuality are labeled and discussed in second and
foreign language contexts.
Initial analysis consisted of multiple readings of the
data organized by question responses and by
ADULT LEARNING Mon 2017
4
participant respondents. Emergent themes included
institutional acceptance, curricular resources, student
culture and religion, and development of language and
cultural proficiency. Participant responses were
categorized by theme and subjected to a peer check.
The responses were not subject to a member check
during this process.
Findings
Analysis of the data revealed that there was general
support for including topics and materials with LGBQ
representation in their curriculum, but that there were
many obstacles to doing so. In addition, when faced
with spontaneous, student-initiated instances, there was
a support for allowing discussions to continue if they
followed certain classroom and institutional norms.
These findings are described in more detail in the
following section.
Curriculum Planning of Materials and Activities
While many participants supported the inclusion of
topics and materials with LGBQ representation in their
English language classes, there were few who had
successfully done so. The majority of participants
described the challenges they faced to incorporate
activities including these topics. There were four
categories of obstacles: institutional sanction, lack of
materials, conservative student culture, and perceived
irrelevance. Institutional sanction was described
primarily as an obstacle, as no participant described
being encouraged to include LGBQ representation by
his or her administration. There were specific
references to working in faith-based institutions and the
assumption that certain topics should be avoided to
comply with the religious culture of the organization.
An example of this was the quote “I hesitate to include
the topic if clergy members are in my class as I can
count on their perspective being rather homophobic.”
Another obstacle noted by the participants was the
dearth of materials and lessons with LGBQ
representation. Many noted the omission of these
topics from their curricula and textbooks, and the need
to either create new or stick to the assigned materials.
Finally, the most strongly noted perceived obstacle was
the teachers’ perceptions of the effects of students’
cultural backgrounds, often described as “conservative”
and “religious.” Participants described their hesitation to
some topics due to their belief that these students
would not want to or be able to engage in these
discussions. As one teacher wrote, “students from
certain regions tend to be very sensitive about the
topic.” Another teacher described her rationale as a
need to be culturally sensitive to students from
conservative religious backgrounds, as they feel
pressured by American culture to accept values
different from their own. She described this as, “We
have many students, Muslims in particular, who would
feel very uncomfortable if they felt pressured to accept
what they view to be western values they do not agree
with.” Finally, the last category of obstacles to
incorporating topics and materials with LGBQ
representation related to teachers’ beliefs that these
topics or materials were either not relevant to their
course objectives or students’ interests. These topics
were frequently seen as appropriate for a current event
or sociology class, but not an English language class. In
addition, when participants did include these topics, it
was frequently done as an individual writing activity
without group discussion. This parallels participants’
reporting that they were influenced not to include
these topics by the lack of student interest in them. As
one participant described, “It just hasn’t come up. I try
to gear content to interests and topics students are
interested in.”
Although limited, there was variety in how those
respondents included topics with LGBQ representation
and activities into their classes. Many included
discussion activities of same-sex marriage and adoption
rights, using newspaper articles or broadcasts and
student research as the foundation. Interestingly, oral
activities often included debates and were used with
students of advanced English language proficiency.
Although many factors that discourage or prevent
incorporation were noted, these teachers offered a
variety of opinions about the structure and objectives
of lessons that would incorporate LGBQ representation
in a successful manner. There was general agreement
that these lessons would be based in class discussions,
potentially introduced by relevant print and broadcast
media sources. In addition, it was important that
discussions be conducted in a culturally sensitive, civil,
and nonjudgmental manner. One participant
summarized this idea by noting the objective “to work
on having an educated discussion on, for some, a
Vol. XX No. X ADULT LEARNING
5
controversial topic while using English accurately.” In
addition to increasing language proficiency, participants
described potential outcomes from these lessons which
relate to the development of critical thinking, cross-
cultural awareness, and the eradication of students’
anti-LGBTQ biases. One participant noted that she
deemed any activity that challenged students’
assumptions of what is “normal” to be successful. She
explained that “once a student is open to the idea of
stereotype threat, he or she is able to extend that to
other contexts and situations.” Many respondents
suggested using cross-cultural comparisons between
the students’ cultures and mainstream American
culture. However, only a few connected these activities
to teaching students the appropriate norms in
mainstream American culture.
Handling Unplanned LGBQ Topics
In addition to questions related to the intentional
inclusion of lessons and activities with LGBQ
representation, respondents were asked how they
would respond to unexpected, student-initiated
classroom occurrences. The overwhelming majority
of participants noted they saw these incidents as
“teachable moments” and would allow students to
discuss these topics to promote students’ critical
thinking and socio-linguistic proficiency. With some
exceptions, participants explained that they felt
students would benefit from group discussions of
these spontaneous topics and explained their various
methods and rationale for doing so. The dominant
theme that emerged was the belief in creating and
maintaining a respectful environment for all students,
both those in support of and those against LGBQ
equality in social issues. Respondents framed these
in multidimensional ways, with a focus on
structuring rational and emotionally tempered
discussions, emphasizing respect for others, and
cultivating multicultural competence in academic and
social settings.
The need for class discussions to be conducted in
rational terms was frequently mentioned by
participants. Whether faced with the use of a pejorative
term or a strong anti-LGBQ opinion, these teachers
believed that all discussions should be conducted in
tempered, academic discourse. To establish or
reestablish this environment in the midst of an
unexpected topic, participants described the
importance of interrupting strong emotional responses
and using critical analysis of students’ fallacies to
deconstruct opinions. Many also mentioned reiterating
class and institutional norms for appropriate language
to give students time to collect their thoughts before
continuing the discussion. While one participant noted
that “students should be able to express their opinions,
but they need to do it within the guidelines set out by
the university,” she also stated that “L2 students may
not always know how specific words are seen, so
pausing to discuss that is also valuable.” Conversely,
there were some participants who disagreed with
allowing emotionally charged discussions to flourish
and stated that they preferred to change the topic to
avoid potential hurt feelings or misunderstandings. This
can be illustrated by one participant’s comment:
“Honestly, I would change the subject. If my students
have strong opinions on both sides of the issue, it will
probably lead nowhere good.”
Respondents felt strongly that respectful
environments were built on rational and controlled
discussions and often described their role as one of
enforcing classroom norms in strongly regulatory,
rather than facilitative terms. An illustrative example of
that belief can be seen in the following comment:
“There are rules of engagement in the classroom, chief
among them being kind, courteous, and respectful.”
Although participants anticipated students’ misuse of
vocabulary based on language and cultural differences,
there was no allowance for misunderstandings of
appropriate academic discourse due to varying cultural
backgrounds. There was a tacit assumption that
students knew the importance of being respectful to
one another and that they were equally aware of what
were appropriate and inappropriate language and
behaviors.
Many respondents supported their continuing
discussion of topics with LGBQ representation with a
belief in the importance of preparing their students to
be culturally competent communicators both in an
academic and a larger, social setting. For many
respondents, this involved guiding discussions using
cross-cultural comparisons and understanding the role
of culture and cultural differences to second language
learners. They suggested using a comparison of the
racial and ethnic discrimination students may be aware
ADULT LEARNING Mon 2017
6
of or have experienced to that of the LGBQ community.
An illustration of this is found in the statement,
I would talk about differences in religious and
cultural backgrounds, and explain that there are
heated debates within U.S. culture as well, . . . and
that if they plan to remain in the U.S. for a time
that they will have to adjust themselves to living
peacefully in a culture different than their own.
Discussion
The purpose of this study was to explore the
perceptions of English language teachers of adults
regarding the inclusion of topics and materials with
LGBQ representation, as well as the factors influencing
their incorporation. Findings indicated that although
teachers are interested in incorporating these topics
into their English language classes, the majority found
insurmountable obstacles that prevented them from
doing so. In addition, when faced with spontaneous
student discussions, teachers believe that these
“teachable moments” help all students develop cultural
and linguistic proficiency, yet were generally unsure of
how to handle the unplanned situations. These findings
present several implications for adult English language
teaching and professional development.
The most frequently mentioned obstacle to the
inclusion of LGBQ-friendly lessons is the dearth of
appropriate materials in textbooks, an assertion that is
supported by research examining commonly used
textbook series (Gray, 2013). Therefore, the creation
and dissemination of materials needs to become a
priority for adult English language education leadership
and professional development. With the support and
collaboration of national adult literacy coalitions and
nonprofit organizations, practitioners could create a
repository of materials based in second language
learning theory and cultural competence development
principles. Importantly, these materials would include
various themes allowing for use throughout the
curriculum and not solely in cultural studies or family
issues units, preventing positioning LGBTQ identities as
problematic.
Second, English language teachers perceive the
spontaneous, student-led discussions of LGBQ-related
topics as “teachable moments” (Ó’Móchain, Mitchell,
& Nelson, 2003). These spontaneous moments that
arise in the classroom can be a way in which to
problematize students’ normative notions of gender
and sexual identities. Deconstruction, a term often
attributed to Jacques Derrida, is an effective strategy
to facilitate the understanding of the role of language
in constructing ideas, such as the hetero/homo binary.
Therefore, a deconstructive analysis would seek to
understand how heterosexuality has become
normalized through discursive practices. In applying a
queer theory approach and its tenet of deconstruction
to discussions of sexual identities in the classroom, it
is necessary to focus on all sexual identities, not only
LGBQ identities. Deconstruction can provide teachers
with the ability to foster students’ critical thinking in
regards to students’ understandings of sexual norms.
Furthering inquiry in which students are asked to
discuss and think about how and why certain
identities are privileged over others can be a way to
trouble dominant discourses such as
heteronormativity.
The final implication from these findings is that there
exists a level of discomfort and perceived lack of
expertise related to the inclusion of LGBQ-related
topics in the English language classroom, which could
be mitigated through professional development.
Research reveals that while the LGBQ-identifying
teacher may feel apprehensive about potential
responses to revealing personal information to
students, the non-LGBQ-identifying teacher may feel
culturally incompetent and lacking in knowledge
(Nelson, 2010). A professional development initiative
would enhance teachers’ understanding of their biases
and heteronormative practices, in addition to affirming
the compelling connection between cultural
competence and linguistic fluency, particularly in
relation to sexual identity.
Implications
One limitation of this study is the small pool of
participants and the sole use of online data collection.
Future research should include a larger sample of
teachers from a variety of English language programs
available to adults including adult literacy, university
preparation, and community-based life skills classes. In
addition, including questions about respondents’
cultural identities will expand understanding of this
phenomenon and perhaps yield more detailed profiles
of teaching praxis. Learning what educators believe
and how they act on those beliefs in these diverse
Vol. XX No. X ADULT LEARNING
7
environments will greatly add to the understanding of
this topic. In addition, the use of an online survey
allowed for ease of participation (Dillman, 2000);
however, responses were somewhat brief and the
online format did not allow for easy probing of
respondents’ statements. Future studies would benefit
from more in-depth questioning procedures possibly
through face-to-face or Internet-based interviewing.
There are many facets of identity that are important
to address in adult learning environments. The field of
second language teaching has been successful at
increasing awareness of the need to incorporate
students’ ethnic and racial identities into the classroom.
It is time to broaden practices to include curriculum
and materials that represent the lives and concerns of a
variety of sexual identities.
Conict of Interest
The author(s) declared no potential conflicts of interest
with respect to the authorship and/or publication of
this article.
Funding
The author(s) received no financial support for the
research, authorship, and/or publication of this article.
References
Browne, K., & Nash, C. J. (2010). Queer methods and
methodologies: Intersecting queer theories and social science
research. Farnham, UK: Ashgate.
Butler, J. (1995). For a careful reading. In S. Benhabib,
N. Fraser, J. Butler, & D. Cornell (Eds.), Feminist
contentions: A philosophical exchange (pp. 3-136). New
York, NY: Routledge.
Burr, V. (2015). Social constructionism. Hove, UK: Routledge.
Creswell, J. W. (2013). Qualitative inquiry & research design:
Choosing among five approaches (3rd ed.). Thousand Oaks,
CA: SAGE.
Curran, G. (2006). Responding to students’ normative
questions about gays: Putting queer theory into practice
in an Australian ESL class. Journal of Language, Identity &
Education, 5, 85-96.
Dillman, D. (2000). Mail and Internet surveys: The tailored
design method (2nd ed.). New York, NY: John Wiley.
Dumas, J. (2008). The ESL classroom and the queerly shifting
sands of learner identity. TESL Canada Journal / Revue TESL
Du Canada, 26(1), 1-10.
Dumas, J. (2010). Sexual identity and the LINC classroom.
The Canadian Modern Language Review, 66, 607-627.
doi:10.3138/cmlr.66.4.607
Goldstein, N. (2004). Memoir writing as culturally responsive
curriculum in an ELL adult education classroom: A
narrative inquiry (Doctoral dissertation). Available from
Dissertations and Theses: A&I. (AAT 3123556)
Gray, J. (2013). Critical perspectives on language teaching
materials. New York, NY: Palgrave Macmillan.
Jagose, A. (1996). Queer theory: An introduction. New York:
New York University Press.
Kappra, R., & Vandrick, S. (2006). Silenced voices speak: Queer
ESL students recount their experiences. CATESOL Journal,
18(1), 138-150.
King, B. W. (2008). “Being gay guy, that is the advantage”:
Queer Korean language learning and identity construction.
Journal of Language, Identity & Education, 7, 230-252.
doi:10.1080/15348450802237855
Liddicoat, A. J. (2009). Sexual identity as linguistic failure:
Trajectories of interaction in the heteronormative language
classroom. Journal of Language, Identity & Education, 8,
191-202.
Mathews-Aydinli, J. (2008). Overlooked and understudied?
A survey of current trends in research on adult English
language learners. Adult Education Quarterly, 58,
198-213.
Merriam, S. B. (2009). Qualitative research: A guide to
design and implementation. San Francisco, CA:
John Wiley.
Nelson, C. D. (1999). Sexual identities in ESL: Queer theory and
classroom inquiry. TESOL Quarterly, 33, 371-391.
Nelson, C. D. (2006). Queer inquiry in language education.
Journal of Language, Identity & Education, 5, 1-9.
doi:10.1207/s15327701jlie0501_1
Nelson, C. D. (2010). A gay immigrant student’s perspective:
Unspeakable acts in the language class. TESOL Quarterly,
44, 441-464. doi:10.5054/tq.2010.226853
O’Mochain, R. (2006). Discussing gender and sexuality
in a context-appropriate way: Queer narratives
in an EFL college classroom in Japan. Journal of
Language, Identity & Education, 5, 51-66. doi:10.1207/
s15327701jlie0501_4
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, VA: TESOL.
Paiz, J. M. (2015). Over the monochrome rainbow:
Heteronormativity in ESL reading texts and textbooks.
Journal of Language and Sexuality, 4, 1, 77-101.
Phinney, J. (2003). Ethnic identity and acculturation. In K.
Chun, P. B. Organista, & G. Marin (Eds.), Acculturation:
Advances in theory, measurement, and applied research
ADULT LEARNING Mon 2017
8
(pp. 63-81). Washington, DC: American Psychological
Association.
Rea, L., & Parker, R. (2005). Designing and conducting survey
research: A comprehensive guide (3rd ed.). San Francisco,
CA: Jossey-Bass.
Shaw, D. G. (2001). Cross-cultural gender dynamics in
classroom interaction: The adult ESOL classroom (Doctoral
dissertation). Retrieved from Dissertations & Theses: A&I.
(AAT 3014957)
Sullivan, N. (2003). A critical introduction to queer theory. New
York: New York University Press.
Ullman, C. (1997). Social identity and the adult ESL classroom.
Washington, DC: Office of Educational Research and
Improvement. Retrieved from ERIC database. (ED413795)
Author Biographies
Christy M. Rhodes, PhD, is an assistant professor at East
Carolina University in the Interdisciplinary Programs
Department. She has taught adult English language
learners in Florida, Virginia, and the United Arab
Emirates. Her research focuses on culturally inclusive
teaching in diverse adult learning environments.
James Coda, MEd, is a doctoral student in the Language
and Literacy Education Department at the University of
Georgia. His research interests include gender and
sexuality studies and second and foreign language
teaching.