ESOL: an opportunity for challenging homophobia

Abstract

In this article, it is argued that the ESOL context provides an excellent opportunity for challenging homophobic social representations and for enabling some students to explore alternative representations regarding sexuality and sexual orientation. First, an integrative theoretical framework from social psychology is presented as a means of understanding and predicting responses to discussions around LGB identities. Second, a case study on the identities and experiences of British Asians is provided to elucidate the underpinnings of homophobia. Third, some speculative observations are made about the potential implications of sexuality-based discussions in the ESOL classroom for students and teachers. A key argument is that the topic of sexuality should be introduced in the ESOL classroom in ways that do not threaten culturally and psychologically valued identities.