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Meet the LGBTQ+ IG Assistant Coordinator

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Meet the LGBTQ+ IG Assistant Coordinator

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Carol Basilio   carolbas@yahoo.com

Carol is currently an ESL Instructor in the San Diego Community College District, College of Continuing Education. Originally from Philadelphia, she brings with her 20 years of experience teaching ELLs in the corporate setting, at the college level in academic as well as non-credit programs, and earned additional experience in teaching English for a variety of Special Purposes and exam preparation while teaching abroad. A self-described grammar nerd, she also loves teaching pronunciation.

Outside the classroom, Carol is an avid flamenco dancer who dropped everything and moved to Sevilla, Spain a few years ago to study with the great masters. She performs regularly in the San Diego/Tijuana area. She recently moved to San Diego from Tijuana with her partner Liliana and their family of 4-leggeds.

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Hi everyone! I am a grad student conducting research on educators’ attitudes and behaviors regarding teaching they as a singular specific pronoun in ESL classes. If you teach adult learners (or know someone who does!) I’d really appreciate if you could fill out my survey! It should only take about 10 minutes. Thank you!

(Please note: some participants have had issues with question 21. If you’re interested in being contacted for a follow-up interview, please just leave me your email address!)

https://middlebury.qualtrics.com/jfe/form/SV_1Y7fSBPERGpMBka

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Qualtrics Survey | Qualtrics Experience Management

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The most powerful, simple and trusted way to gather experience data. Start your journey to experience management and try a free account today.

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Invite a colleague! This is bound to be a dynamic,inspiring, and timely discussion.

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Leveraging Allyship for LGBTQ+ English Language Learners and Teachers

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Leveraging Allyship for LGBTQ+ English Language Learners and Teachers

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Recorded Saturday, Jan 25, 2025.

Access the recording and chat transcript:https://us02web.zoom.us/rec/share/NxbfOYjxJdfq1dDwdf3J2Z2XKDobw5P4FBQ1IZZxbiQFl5XZwHhU2lTdjKCBaiFZ.RmhwL07OMRj1F1St?startTime=1737827499000

Passcode: &p3A^m@u

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Some ideas for putting allyship into action from the LGBTQ+ IG Business Meeting at the 2024 State Conference

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Summary of Panel Discussion, by Carol Basilio

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Bridging the Gap: LGBTQ+ and Neurodivergent Intersectionality and Inclusion in ESL (a panel discussion with Peter J. Fullagar and Dr. Yecid Ortega)

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Bridging the Gap: LGBTQ+ and Neurodivergent Intersectionality and Inclusion in ESL (a panel discussion with Peter J. Fullagar and Dr. Yecid Ortega)

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Click here for Zoom recording

In recent years, awareness and understanding of neurodivergence have grown significantly. At the same time, advocacy for LGBTQ+ inclusion has made notable strides in education and society at large. While these movements have often been addressed separately, research has revealed a substantial overlap between the neurodivergent and LGBTQ+ communities—a connection that holds important implications for adult educators and those in community college settings who aim to create inclusive and supportive learning environments.

Neurodivergence Defined

Neurodivergence, or rather Neurodiversity refers to variations in neurological functioning, encompassing conditions such as autism, ADHD, dyslexia, and more. These differences are not disorders to be fixed but rather natural variations in how people think, learn, and process the world around them. In adult education, where learners bring diverse life experiences and unique challenges, recognizing and supporting neurodivergence is key to their success.

LGBTQ+ Identities in Adult Education

Similarly, the LGBTQ+ community includes individuals who identify as lesbian, gay, bisexual, transgender, queer, or other sexual orientations and gender identities. Many adults in find themselves in our classrooms after years of navigating workplaces or personal environments that may not have been affirming. This makes it crucial for educators to provide an inclusive and welcoming atmosphere for LGBTQ+ learners.

The Overlap Between Neurodivergence and LGBTQ+ Identities

Research highlights a strong correlation between neurodivergence and LGBTQ+ identities. According to a 2021 study published in Nature Communications, individuals who are autistic are three to six times more likely to identify as LGBTQ+ compared to the general population. Similarly, a 2019 study in Journal of Autism and Developmental Disorders found that transgender and gender-diverse individuals are significantly more likely to have autism or other neurodivergent traits than their cisgender counterparts. Other studies report that as many as 15-35% of autistic individuals identify as LGBTQ+.

The reasons behind this overlap are not yet fully understood, but researchers suggest that neurodivergent individuals may be more inclined to question societal norms, including those related to gender and sexuality. Additionally, neurodivergent individuals often experience heightened sensitivity to their internal states, which may contribute to a greater awareness of their authentic selves.

Implications for Adult Educators

Understanding the intersection of neurodivergence and LGBTQ+ identities is essential for fostering inclusive classrooms in adult education settings. Here are key considerations and strategies:

1. Acknowledge Intersectionality

Recognize that adult learners may belong to multiple marginalized groups simultaneously, compounding their experiences of discrimination or misunderstanding. A learner who is both neurodivergent and LGBTQ+ may face unique challenges that require tailored support and sensitivity.

2. Create Safe Spaces

Create an environment where learners feel safe and respected. This includes working toward anti-discrimination policies, using inclusive language, and providing opportunities for learners to share their identities if they choose to do so. Safe spaces are particularly important for adults returning to education after negative past experiences.

3. Provide Tailored Support

Work with neurodivergent and LGBTQ+ learners to identify their specific needs. For example, a neurodivergent learner may benefit from access to sensory-friendly environments or flexibility in course participation methods. Recognize that adult learners may also have work or family obligations that impact their ability to engage fully.

4. Educate Yourself and Others

Professional development on both neurodivergence and LGBTQ+ issues can help educators better understand and support their students. Seek out resources, attend workshops, and collaborate with colleagues to build a deeper understanding of these intersections in adult education.

5. Partner with Community Organizations

Engage with local organizations that support neurodivergent and LGBTQ+ adults. Partnerships can provide learners with additional resources and a broader network of support outside the classroom.

Conclusion

The intersection of neurodivergence and LGBTQ+ identities offers adult educators a unique opportunity to expand their understanding of diversity and inclusion. By recognizing and addressing the unique needs of learners at this intersection, educators can create environments where all learners feel valued, respected, and empowered to succeed.

As the statistics show, this intersection is not an anomaly but a significant facet of many learners’ experiences. By embracing these complexities, educators in adult education and community colleges can lead the way in fostering truly inclusive and equitable learning communities.

Resources:

-Gender Diversity and Sexuality in English Language Education: New Transnational Voices: Dario Luis Banegas and Navan Govender

https://www.bloomsbury.com/uk/gender-diversity-and-sexuality-in-english-language-education-9781350217560/

-Neuroqueer: https://neuroqueer.com/neuroqueer-heresies/

-Empire of Normality

Neurodiversity and Capitalism: https://www.plutobooks.com/9780745348667/empire-of-normality/

https://www.teachingenglish.org.uk/community/magazine/how-do-i-support-neurodivergent-students

www.iamnotataboo.com

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Banner includes title, names and photos of participants.

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See you there!

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Silenced Voices Speak: Queer ESL Students Recount Their Experiences

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Silenced Voices Speak: Queer ESL Students Recount Their Experiences

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Representation Matters: Creating and Sharing LGBTQ+ Inclusive Materials 

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Representation Matters: Creating and Sharing LGBTQ+ Inclusive Materials 

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Creating an equitable and inclusive educational environment for our LGBTQ+ students includes representing them in our lessons.

The focus of this month's IG meeting is: Creating and sharing instructional materials that are inclusive of members of the LGBTQ+ community.

Representation matters. Please join us!

Wednesday, May 31, 2023

4:00-5:00pm Pacific Time

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Message board address: catesollgbtq@catesol.org
Facebook group: www.facebook.com/groups/catesollgbtq/
Hashtag: #catesollgbtq
Recorded webinars can be found on this Padlet

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Hear Us Out! Looking at and dismantling negative stereotypes in LGBTQ+ Young Adult Literature 

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Hear Us Out! Looking at and dismantling negative stereotypes in LGBTQ+ Young Adult Literature 

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LGBTQ Young Adult Literature

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Dyan Collings Ralph, Coordinator: catesoldyancralph@gmail.com.
LinkedIn profile: https://www.linkedin.com/in/dyancollingsralph/

Dyan's BIO:
After rewarding careers in technology and fitness, Dyan returned to her true love – education. She recently completed an MA in TESOL at Cal State LA, under the extraordinary mentorship of Dr. Lia Kamhi-Stein. Now she teaches ESL to the wonderful students at Ventura College.

Outside of the classroom, Dyan enjoys showering a ridiculous amount of love on her cats, reading super scary suspense novels, and cycling and traveling with her best friend and wife, Janet. They have been fighting for LGBTQ+ equality since 1991, and were thrilled to FINALLY marry in 2008!

One of Dyan’s proudest moments was crossing the finish line in AIDS/LifeCycle 9 in 2009, after CYCLING 545 miles from SF to LA to raise money and awareness for HIV & AIDS prevention and treatment.

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This is a set of materials that my colleague Sha Curington created for a mini-lesson for her high-beginner students on pronouns. She explains: "A new S joined my class. Another S asked this new S, "Are you a man or a woman?" I prepared a ppt to introduce asking, "What are your pronouns?" and used it the next class day." Please note - some slides have comments in the notes which give narration for the image.

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Here's a set of Quizlet flashcards I use with my Beginning High adult-level students.

Click or tap a card to flip it over. Use the right arrow below the card to go to the next card. Click or tap the little speaker in the top right corner to hear the audio.

My apologies...Quizlet only lets you flip through a few of the cards before it forces you to sign up.

Tom Kennedy, City College of San Francisco

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Article: Teaching While Queer: One Teacher on Being Out in the Classroom

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Article: Teaching While Queer: One Teacher on Being Out in the Classroom

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Teaching While Queer: One Teacher on Being Out in the Classroom

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Facing History educator Emily Haines discusses what it’s looked like for her to bring her full identity into the classroom.

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Article: Do LGBTQ+ Educators feel safe in the classroom? 

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Article: Do LGBTQ+ Educators feel safe in the classroom? 

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LGBTQ Educators: What We Know and What They Need

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In the current divisive and challenging climate in the United States, many lesbian, gay, bisexual, and transgender (LGBTQ) people struggle to find their safe spaces, especially in schools. Historically and presently, LGBTQ educators specifically have faced challenges being their authentic selves. My…

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CATESOL 2023 Featured Speaker Presentation: From Undocumented to Legal Warrior; Fernanda Bueno and her mission to help survivors of domestic violence, their children, and the LGBTQ+ community find freedom and safety in the U.S. through legal status. 

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CATESOL 2023 Featured Speaker Presentation: From Undocumented to Legal Warrior; Fernanda Bueno and her mission to help survivors of domestic violence, their children, and the LGBTQ+ community find freedom and safety in the U.S. through legal status. 

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Like many of our students, Fernanda Bueno's path to legal status in the US was long and harrowing. Fernanda's journey, marked by the harsh reality of being undocumented and forced to return to her home country, eventually led to a desperate flight for her life and asylum in the US. Driven by her own experiences, she has gone on to establish Bueno Law Corporation, a firm which focuses on helping survivors of domestic violence, their children, and the LGBTQ+ community find freedom and safety in the U.S. through legal status. Fernanda’s legal team, the “Bueno Law Warriors” is comprised of fellow immigrants and refugees, many of whom are her former clients. Join Fernanda and her Bueno Law Warriors as they share their personal and professional journeys, including their personal efforts to lift others up, to create a sense of community while also bolstering their confidence using the English language.

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CATESOL 2023 LGBTQ+ Interest Group Networking and Business Meeting  

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CATESOL 2023 LGBTQ+ Interest Group Networking and Business Meeting  

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Let's talk about LGBTQ+ inclusivity in ESL education. It's not just a buzzword; it's the foundation for a safe, respectful, and enriching learning environment where the LGBTQ+ community is visible and represented.

Whether you're an educator, a curriculum developer, or a passionate advocate for inclusivity, your unique perspective is invaluable in our mission to create a more welcoming, supportive and relatable environment for LGBTQ+ individuals. Your presence is essential. Come join us - we need you! 🏳️‍🌈

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Join us for a collaborative workshop where we'll consider the intersection of the LGBTQ+ community with our diverse ESL student populations. Let's collaborate to develop practical strategies for incorporating LGBTQ+ content into ESL lessons, ensuring that no voice is left unheard.

Together, we'll showcase the impact of inclusive ESL education on students' language and intercultural development. Your insights and experiences are essential in shaping a more welcoming environment for our LGBTQ+ students and faculty.

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As proposed to the CATESOL Board of Directors October 1, 2022

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As proposed to the CATESOL Board of Directors October 1, 2022

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The LGBTQ+ Interest Group is a community of English-language professional educators working to support all who identify as lesbian, gay, bisexual, transgender, queer, questioning, intersex, and our/their allies. We are committed to a culture of respect, inclusion, and representation. We seek to weaken prejudices, aid in understanding, create opportunities for professional development, share resources, and expand our voices in CATESOL and beyond.

We aim to:

Make a welcoming space for discussion on LGBTQ+ issues

Welcome all to participate in professional discourse on matters relating to LGBTQ+ inclusivity in teaching

Offer a professional development outlet for those LGBTQ+ Interest Group members who wish to present or create workshops related to the LGBTQ+ community’s effort to eradicate prejudice in the workplace and in the classroom

Follow the CATESOL mission to advance the quality of English language teaching by being recognizant of inclusivity and respect regarding the LGBTQ+ community both in and out of the classroom

Join us!

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https://youtu.be/OB4gAfUoySs

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SP23 What does an LGBTQ+Inclusive Classroom Look Like?

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LGBTQ+ Visibility and Inclusion in the ESL Classroom

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LGBTQ+ Visibility and Inclusion in the ESL Classroom

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https://www.onestopenglish.com/methodology-tips-for-teachers/advancing-teaching-lgbtq-visibility-and-inclusion-in-esl-classroom/1000510.article

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Read these guidelines on how to build a more inclusive and respectful ESL classroom for the LGBTQ+ community.

Sustainable Development is aimed at improving human lives now and into the future. In 2015, the UN introduced the Sustainable Development Goals (SDGs), which address several aspects of sustainable development, including social issues like education and inequality reduction. The SDGs include specific targets that ensure and promote quality education and opportunities for all. Education is especially important because it is an agent for social change – it can have transformative effects on several areas of sustainable development, including socioeconomic mobility and peace. Issues of sex and gender have long been considered taboo in an ESL classroom, but in the light of the Sustainable Development Goals and a push for more inclusion, we can no longer afford to stay silent on them. It is understandable that breaching this topic for the first time will not be easy. Here we include a set of information and guidelines that can help you with this.

Useful Terms and Correct Language

To understand sexual identity and diversity it is important to define the terms gender, sex, and sexuality to avoid using them incorrectly. Sex is a biological concept and it is based on specific biological characteristics. Gender is how an individual is socially defined. This is used to describe personal, societal, and cultural perceptions of identity. Last but not least, sexuality involves who one is physically and romantically attracted to. Here we can find the different terms related to orientation like heterosexuality, homosexuality, bisexuality, etc.

The acronym LGBTQQIAAP refers to a sexual orientation and gender identities and stands for:

• Lesbian: Women attracted to other women.

• Gay: Men attracted to other men. This also refers to people who are attracted to a person of the same gender.

• Bisexual: People attracted to more than one gender.

• Transgender: People whose experience of their own gender is not aligned with the sex they were assigned at birth.

• Queer: People who identify as LGBTQ+. Also used by those who do not identify with binarism, homosexuality, heterosexuality, or do not want to label themselves.

• Questioning: A person who is still exploring their identity.

• Intersex: People who may have biological characteristics of both sexes or whose biological attributes do not fit what biologically constitutes male or female.

• Asexual: People who experience a variation in levels of sexual attraction, including the lack of it.

• Ally: People who identify as straight and actively support the LGBTQ+ community.

• Pansexual: People attracted to people of any gender.

• + Plus: This sign is used to include all terms that are not listed in the acronym and is mostly used with shorterversions.

Learner Identity and Personal Identity in an ESL Classroom

The ESL classroom is an important space for students to define and express their identities. They use the English language not only to interact with others, but also to share many different aspects of their personalities, interests, and values, as well as the details of their day-to-day lives.

The modern ESL classroom is likely to include students who identify as part of the LGBTQ+ community. There will also be many students whose parents, extended family, or close friends are members of this community.

The type of language that is used in the classroom – as well as the social environment that the teacher creates – can also contribute to the students’ worldviews. It can tell students which types of identities are “allowed” and accepted in the classroom (and, by extension, in the larger society).

Teachers can make their classrooms more inclusive by using neutral language and diverse materials. They can also actively let students know that the teachers are allies and the classroom is a safe space for all. This can make students who are part of the LGBTQ+ community feel safer and more welcomed in the class which, in turn, can improve their confidence and performance in English.

It’s important to consider how classroom language and behaviors affect students. Imagine, for example, a simple speaking activity that asks students to talk about what they did on the weekend. In a traditional classroom, a male student may feel that he is not “allowed” to talk about spending the weekend with his boyfriend. This could make his speaking less fluent or accurate due to nerves or the conscious effort to change pronouns to hide his orientation. On the other hand, if students know that all identities are welcomed and accepted in the classroom, and are encouraged to use English to express their own identity, they may feel more confident to participate freely and truthfully.

Promoting Inclusion in Your Classroom

It is disrespectful and invasive to outright ask for students’ identity and orientation. What can be done instead is to make LGBTQ+ community more visible through inclusive material and language in the ESL classroom. Follow these four steps to become a better ally and a more supportive teacher:

• Be mindful: There are words and expressions that might be considered gender-specific or could exclude particular groups. Gender-neutral expressions could be more inclusive. However, these might leave behind the transgender individuals that do identify with a gendered term. To avoid invalidating binary/non-binary students, it would be helpful to teach all concepts with equal weight and at the same time. For example, husband/wife/spouse/partner, man/woman/person/human, boy/girl/child/kid.

• Respect: Do not assume learners’ sexuality or gender identity. Respect learners’ pronouns as they request. If you hear their classmates getting learner’s pronouns wrong, correct them but do this sensitively. Avoid shaming learners when trying to be a good ally. This can be done through repetition and affirmative answers. For example, if you need to correct how their classmates refer to a transgender/non-binary learner you could say Yes! [correct pronoun] has/have done it very well! Remember to use the pronoun that the student prefers, like she, he, or they.

• Understand: Read and learn about the LGBTQ+ community, its history and its struggles. This will help to understand their continuing obstacles to equality and will lead you to encourage empathy.

• Do Your Part: If possible, challenge prejudice, discrimination, and anti-LGBTQ+ language among colleagues and learners, and in your personal life. It is important to support (and promote) policies that ensure the equality and respect of all people’s rights.

Using Inclusive Content

In terms of ESL material to support LGBTQ+ visibility in the classroom, the following points can be taken into consideration when choosing course books, worksheets, teaching tools, or visual support when planning a lesson:

• Gender Representation: Characters can look more gender neutral. Avoid gendered attributes like stereotyped hairstyles or adornments. Also pay attention to the ways characters’ personalities and behaviors are described. Avoid stereotypical depictions like showing a group of boys playing sports while a group of girls play with dolls.

• Inclusive Language: There are many ways to use inclusive language in English.

- Try to avoid language that implies a gender binary like “boys and girls”. Terms like “children” or “everyone” can be used instead.

- Use gender-neutral terminology when referring to occupations, like “actor” for both men and women, instead of “actor” and “actress”.

- Include gender-neutral terms for family members, like “parent”, “sibling”, or “carer”, as well as relationship terms like “partner” or “spouse”.

- Discuss changes in language. For example, some people prefer the gender-neutral pronoun “they” instead of “she” or “he”. Explain how and when the singular “they” is used in English.

• LGBTQ+ Role Models: Include famous LGBTQ+ people, like athletes, artists, scientists, or world leaders, in reading or listening materials. It’s not necessary to identify or focus on the person’s orientation – the goal is to normalize inclusion and representation.

• Sexual Orientation: If institutional and political constraints allow it, try to include material that shows same-sex couples in family scenes without explicitly stating relationship types. For example, you can show a larger group of people that includes multiple adults with kids – in this way anyone can identify the parents in the image as whoever fits their personal family situation.

Remember that education is about preparing learners to build a better world where diverse individuals can share the space in harmony. It is important to make learners (and all individuals) feel accepted, included, and respected to create better learning opportunities. This will ensure a great performance, but above all, inclusion can take your students to reach their full potential… and that is what teachers are for.

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We're thrilled to be sponsoring 2 events at CATESOL this year, and co-sponsoring 1.

Kicking things off for us on Friday, October 27, from 10-10:45 am in Room D-119 we have featured speaker Fernanda Bueno, an undocumented immigrant turned immigration attorney whose firm specializes in helping members of the LGBTQ+ community attain legal status in the US. (This event is co-sponsored with the Refugee Concerns IG).

On Saturday, October 28, 12:45-1:45 pm in Room H-151, we'll be holding our Business / Networking meeting with the theme LGBTQ+ Inclusion in ESL Education: Sharing Experiences and Progress. Later in the day from 5:15-6:30pm, again in Room H-151 we'll be presenting our workshop Integrating the LGBTQ+ Presence into ESL Education.

Looking forward to seeing you there!

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2022 State Conference Pasadena was FANTASTIC!

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2022 State Conference Pasadena was FANTASTIC!

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Yes! The CATESOL Fall 2022 Conference in Pasadena was GREAT!

Open for what?

Opportunity to grow

Perspective on teaching and learning

Empowerment to make an impact

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ALSO Join us in Pasadena for our Business Meeting! September 30th at 5:45 PM

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ALSO Join us in Pasadena for our Business Meeting! September 30th at 5:45 PM

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Please join us at our business meeting on September 30th at 5:45 PM.

Join the new LGBTQ+ Interest Group to learn about our goals and to network and share ideas. This group is for ALL TESOL community members, LGBTQ+-identifying and allies!

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Presenters' Schedule - CATESOL 2022 State Conference

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Join us in Pasadena! September 30th at 5 PM

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Join us in Pasadena! September 30th at 5 PM

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Please join us at our workshop on September 30th at 5 PM.

LGBTQ+ Equity in TESOL: How Individuals Can Change Culture

In this presentation, we will provide an overview of the myriad ways LGBTQ+ issues relate to ESL instruction and focus tightly on one topic: how we as instructors can immediately effect change that supports equity through our language and behavior. While there are numerous institutional and systemic ways our field can increase LGBTQ+ visibility and equity, there are ever-present opportunities for ALL individuals to contribute to culture change immediately and daily. We will review research concerning LGBTQ+ issues in the ESL classroom and address how we can internalize and model equity as instructors.

Comments: We have been asked directly: What do LGBTQ+ issues have to do with ESL teaching? In response, we offer that they relate to nearly all relevant areas of English language instruction, from (lack of) representation in classroom materials, discussions, and assessments to (default) assumptions about student and teacher identity. While there has been much discussion about fostering a welcoming, equitable classroom for ESL students from different cultural, linguistic, educational, and religious backgrounds, we seek to increase the visibility of LGBTQ+ identities as well. We understand that there can be concerns about imposing cultural norms on students from varied backgrounds. However, we point to the well-established practice of offering different viewpoints on gender roles as they come up in the ESL classroom, and we invite instructors to engage in the same practice with fixed ideas about sexuality. In a country where gay marriage is legal and common, it is essential that we find ways to share with our students that this is a cultural norm here. This is true both for our heterosexual students and especially for our LGBTQ+ students, some of whom are refugees precisely because of their sexual identity. In addition, we seek to create more welcoming environments for our LGBTQ+ teachers, who may not feel that they can express their full selves in the classroom. There is much work to be done at the institutional level, in the form of providing professional development, instituting curricular changes, and adopting new textbooks. However, these changes take time, and finding an LGBTQ+-inclusive ESL textbook series is a challenge in itself. While we pursue these goals, we invite all ESL teachers--including and especially heterosexual allies--to be the change you want to see: Examine your language, discussion prompts, and classroom materials for heteronormativity. Build up the muscle of identifying assumptions and awareness gaps as well as the muscle of addressing them in the classroom. We will review past and ongoing research about LGBTQ+ issues in the ESL classroom and dive into the daily changes that we as instructors can internalize and model for our students and for each other.

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Speakers

Coordinator, LGBTQ+-IG; Assistant Chair, Community College Level, CATESOL

I earned my MA in TESOL from Cal State LA in June 2021, under the extraordinary mentorship of Dr. Lia Kamhi-Stein. After graduation, my family returned to the Valley...Simi Valley specifically, and I am seeking an ESL teaching position in the area. I am currently working with CATESOL... Read More →

Glendale Community College

Friday September 30, 2022 5:00pm - 5:45pm PDT
CC208

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CATESOL 2022: LGBTQ+ Equity in TESOL: How Individuals...

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Speakers Coordinator, LGBTQ+-IG; Assistant Chair, Community College Level, CATESOL I earned my MA in TESOL from Cal State LA in June 2021, under the extraordinary mentorship of Dr. Lia Kamhi-Stein. After graduation, my family returned to the Valley...Simi Valley specifically, and I am seeking an ESL teaching position in the area.

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Read a Board Report to learn about our progress and plans!

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Processing ‘Gender-neutral’ Pronouns: A Self-paced Reading Study of Learners of English

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Processing ‘Gender-neutral’ Pronouns: A Self-paced Reading Study of Learners of English

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https://academic.oup.com/applij/article-abstract/40/5/793/5048709?redirectedFrom=fulltext&login=false

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Processing 'Gender-neutral' Pronouns: A Self-paced Reading Study of Learners of English

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Abstract. This article explores the online processing of singular he and she and singular they by learners of English to discover whether singular they presents

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Inclusion and Exclusion--ESL for LGBT Learners

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More CATESOL IGs

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CATESOL.org

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Want to suggest another topic/category/column? Do it here!

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Want to suggest another topic/category/column? Do it here!

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LGBTQ+ Equity in TESOL: How Individuals Can Change Culture--Pasadena, CA--September 30, 2022

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LGBTQ+ Equity in TESOL: How Individuals Can Change Culture--Pasadena, CA--September 30, 2022

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Please join us at our workshop on September 30th at 5 PM.

LGBTQ+ Equity in TESOL: How Individuals Can Change Culture

In this presentation, we will provide an overview of the myriad ways LGBTQ+ issues relate to ESL instruction and focus tightly on one topic: how we as instructors can immediately effect change that supports equity through our language and behavior. While there are numerous institutional and systemic ways our field can increase LGBTQ+ visibility and equity, there are ever-present opportunities for ALL individuals to contribute to culture change immediately and daily. We will review research concerning LGBTQ+ issues in the ESL classroom and address how we can internalize and model equity as instructors.

We will update this section with news of the presentation after the conference!

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Presenters' Schedule - CATESOL 2022 State Conference

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I've recently come across these two exciting resources, including already published and usable LGBTQ+ inclusive materials.

The first is https://www.peterjfullagar.co.uk/

Peter J Fullagar is a self-described LGBTQIA+ champion | DEI in ELT consultant | ELT editor / writer. In addition to the many blog posts, recordings of presentations, and other publications, he offers ready-made

inclusive ELT resources for a variety of levels.

The second resource is the a wonderful project called Raise Up! – A Diverse And Inclusive View Of English Language Teaching. As they describe, "We publish mainstream ELT coursebooks with a difference. Ours are inclusive and diverse, with lessons which include a range of social groups that are rarely, if ever, seen, or stereotyped in ELT materials."

Both sites have links for purchase and download of classroom materials, as well many more examples of the wonderful work being done to create LGBTQ+ inclusion and visibility in the classroom.

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6 years' publishing e xperience, including content development, content editing, copy editing, writing

DEI consultation work in ELT, including guidelines, audits, presentations, training and workshops

independent ELT resources

I loved how the message of [Peter's workshop] can be broadly applied, because it's not just ... LGBTQIA+ students who need to be paid attention to and included ... Teachers and material writers need to take everyone into account.

Jo Szoke, E-learning specialist

IATEFL Harrogate 2023 workshop.

Yes! Sign me up!

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Peter J Fullagar | ELT editor, writer, DEI consultant

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LGBTQIA+ in ELT Champion. Creating Principled, Just & Fresh content. ELT editor, writer and consultant | LGBTQIA+ | DEI, ELT, EFL, ESOL, LGBT+ education. Reading, UK.