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    ESOL: an opportunity for challenging homophobia

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    JASPAL ESOL an opp for challenging homophobia for review.pdf (652.1Kb)
    Date
    2015
    Author
    Jaspal, Rusi
    Metadata
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    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.
    Description
    Citation : Jaspal, R. (2015) ESOL: an opportunity for challenging homophobia. Language Issues, 26 (1), pp. 21-28
    URI
    http://hdl.handle.net/2086/12770
    https://www.ingentaconnect.com/content/natecla/esol/2015/00000026/00000001/art00005
    Research Institute : Media Discourse Centre (MDC)
    Research Institute : Mary Seacole Research Centre
    Peer Reviewed : Yes
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    • School of Applied Social Sciences [1910]

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