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Heterocringe and norm-critical discourses on heterosexuality on Twitter and Instagram: between changing representations and self-empowerment
Oral Presentation[SYMP62] Queer Applied Linguistics: Potential & Limits10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 16:00:00 UTC
Since #Metoo and the creation in 2019 of the Instagram account @heterocringe and the subreddit r/AreTheStraightsOk?, social media has seen an increase in critical and humorous discourses about heteronormativity and heterosexuality. Indeed, both pages, focus on displaying and highlighting the behaviors of heterosexual people considered to be embarrassing and toxic, and ultimately seek to resignify and decenter the assumption that heterosexuality is the standard and normal sexual orientation. Using discourse analysis and the premise that discourse is not a mirror of reality but already participates in creating it (Krieg-Planque, 2017), as well as the proposition laid out in this call for papers of looking at how "queer theoretical concepts can be translated into the everyday world experiences"[1], we propose to examine the multimodal discursive strategies through which the discourses we presented adapt queer theories in order to shift representations about heterosexuality and heteronormativity on Twitter and Instagram. Moreover, we want to examine the interactional dynamics between the communities involved to gain insight into the functions these discourses ultimately fulfill beyond the resignification of heterosexuality. To answer this question, we base our analysis on a multimodal and multilingual corpus in English, German and French, from Instagram and Twitter, which consists of 2807 Instagram posts taken from two accounts that focus on heterocringe content and 163 819 tweets collected using the keywords "the straights", "straight people" and "les hétéros". Due to the size of the corpus, we performed a quantitative and qualitative analysis. The quantitative analysis focused on word frequency, n-grams, key words and key n-grams in order to give us an initial insight into the data. We also looked closely at the collocations of certain morphosyntactical constructions such as "the straights are X". Our qualitative analysis will be rooted in a Queer Linguistics approach (Motschenbacher & Stegu, 2013) and will focus on the place of metadiscourse (Authier-Revuz, 2020) and how the digital platforms themselves influence these practices using Yu's work on Internet pragmatics (2011). Our preliminary analyses show how these types of discourses are implicitly and explicitly permeated by queer and heteronormative ideologies expressed through various types of implicit and explicit metadiscourse such as interdiscourse, subversion and reported speech. We also note that although these practices may provide an educational function that presents new representations of heterosexuality and heteronormativity, they serve primarily to empower specific communities of practice. (Eckert & McConnell-Ginet, 1992).
Authier-Revuz, J. (2020). La Représentation du Discours Autre : Principes pour une description. De Gruyter. https://doi.org/10.1515/9783110641226 Eckert, P., & McConnell-Ginet, S. (1992). Think Practically and Look Locally: Language and Gender as Community- Based Practice. 21, 461‑490. Krieg-Planque, A. (2017). Analyser les discours institutionnels. Armand Colin. Motschenbacher, H., & Stegu, M. (2013). Queer Linguistic approaches to discourse. Discourse & Society, 24(5), 519‑535. https://doi.org/10.1177/0957926513486069 Yus, F. (2011). Cyberpragmatics: Internet-mediated communication in context. John Benjamins Pub. Co. [1] Stegu, M. 2022. Call for Paper, AILA 2023.
Presenters Alice Cesbron PhD Student , Université Paris Cité
Mother’s milk? The gendering of feeding infants and young children in research published by the World Health Organization
Oral Presentation[SYMP62] Queer Applied Linguistics: Potential & Limits10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 16:00:00 UTC
The World Health Organization recommends feeding children human milk for the first six months after birth due to its known efficacy in ensuring a child's health and survival. This is a major development indicator as it can be linked to reduced parent and infant mortality rates, improved immunity to a number of diseases, higher literacy rates, and extended life expectancy (United Nations, 2021). The WHO's research is intended to educate a broad audience of caregivers, whose identity must be understood in order for them to be reached (World Health Organization, 2019). By analysing the WHO's three factsheets published in English on the topic of 'breastfeeding' (World Health Organization, 2020; 2021a; 2021b), this research aims to answer two questions: In the WHO's description of feeding infants and young children, to what extent does the language assign gender to the caregiver? And, if gender is assigned to the caregiver, which features of the written language and images make this visible? The study was carried out using a mixed methods approach, where the text was first searched for markers of gender (Zaltzman, 2021) in terms of their frequency and most common collocations (app.sketchengine.eu). Both positive and negative search results were then analysed, modelling van Dijk's discourse-cognition-society triangle (Wodak & Meyer, 2001). Findings suggest the presence of both an assumption of cis-femininity in caregivers who breastfeed and a paradigm of binary cis-heteronormativity that is representative of broader societal structures and their influences on cognition. Lexicological and collocational evidence of this is seen in most notably in the inclusion of feminine markers as well as the exclusion of their masculine and gender-neutral counterparts. This study problematises the issue of inclusivity in language but was limited in the scope of what could be achieved with the data collected. Future research may be able to reveal possible ways in which the language might be adjusted to improve inclusivity of all gender identities.
United Nations. (2021). Human Development Report 2020. United Nations Development Programme. Wodak, R., & Meyer, M. (2001). Methods of Critical Discourse Analysis. SAGE Publications. World Health Organization. (2019, November 11). Breastfeeding. https://www.who.int/health-topics/breastfeeding#tab=tab_1 World Health Organization. (2020, September 19). Newborns: improving survival and well-being. https://www.who.int/news-room/fact-sheets/detail/newborns-reducing-mortality World Health Organization. (2021a, June 9). Malnutrition. https://www.who.int/news-room/fact-sheets/detail/malnutrition World Health Organization. (2021b, June 9). Infant and young child feeding. https://www.who.int/news-room/fact-sheets/detail/infant-and-young-child-feeding Zaltzman, H. (2021, November 15). Allusionist 145 Parents transcript. The Allusionist. https://www.theallusionist.org/transcripts/parents
Presenters Alana Waghorn Graduate Student, Dalarna University
“Do you date man and woman!?”: Sociability and their normative bases in the lives of LGBTQIA+ people among their relatives.
Oral Presentation[SYMP62] Queer Applied Linguistics: Potential & Limits10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 16:00:00 UTC
The current family sociability has been regulated by modern values: intimacy, affection and care. Those are the foundation of the development of the concept of family (ARIÈS, 1962), a discourse that has produced the idea of what is a family and how their members should relate to each other. Furthermore, the consolidation of its monogamous and (cis-)heterosexual configuration is contemporaneous to the deployment of sexuality (FOUCAULT, 1978). In this sense, this institution can be perceived as a place where bodies have been produced and cared to attend certain expectations and norms of gender and sexuality. Bearing that in mind, for this presentation, I intend to discuss the sociability between LGBTQIA+ people and their families considering the ways their parents have proceeded in order to normalize their performances of gender and sexuality. To this end, I will focus on the way they construct their experiences in narratives. Specifically, I will present a narrative of Carlos, a gay and cisgender man, about an emergent conflict with his mother as the silence regarding his sexuality starts to break. I have talked to Carlos about his family experiences in an interview, a part of my concluded master degree research, in which I analyze narratives about repression practices suffered by Brazilian LGBTQIA+ people in their relatives. For my presentation, I will focus on the structural aspects of the narrative, the discourses to which it indexes and the interaction between me and Carlos, exploring the contributions of the field of Narrative Analysis (DE FINA, 2009; BIAR, ORTON, BASTOS, 2021) and Queer Linguistics (MOTSCHENBACHER, 2001; BORBA, 2015) to approach the process of construction and regulation of identities. From Carlos's story, we can perceive how performances not aligned with cis-heteronormative expectations trigger a constant process of control and repression which operates reinforcing a heterocentric family sociability. Besides that, narratives and stories such as Carlos allow us to realize that, despite the hegemonic discourse about the family being an environment of intimacy, affection and care, it may find its limits in relation to gender performances and sexualities.
References: ARIÈS, Philippe (1962): "The Family", in: ARIÈS, Philippe: Centuries of Childhood: A Social History of Family Life, New York, Alfred A. Knopf, 339-411. BIAR, Liana de Andrade. ORTON, Naomi.; BASTOS, Liana Cabral (2021). "A pesquisa brasileira em análise de narrativa em tempos de 'pós-verdade'",in: Linguagem em (Dis)curso, 21 (2), 231-251. BORBA, Rodrigo (2015). "Linguística Queer: Uma perspectiva pós-identitária para os estudos da linguagem", in: Revista Entrelinhas, 9 (1), 91-107. DE FINA, Anna. Narratives in interview (2009). The case of accounts: For an interactional approach to narrative genres, in: Narrative Inquiry, 19, 233-258. MOTSCHENBACHER, Heiko (2011). Taking queer linguistics further: sociolinguistics and critical heteronormativity research, in: International Journal of the Sociology of Language, 212, 149-179. FOUCALT, Michel (1978). The History of Sexuality: v.1 An Introduction, New York, Pantheon Books
Presenters Alex Figueiredo Phd Student, Pontifícia Universidade Católica Do Rio De Janeiro
Queering the ‘gay’ of the ‘Gay Games’: An analysis of volunteer participant perspectives on a language of diversity and inclusion for the 2023 Hong Kong Games
Oral Presentation[SYMP62] Queer Applied Linguistics: Potential & Limits10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 16:00:00 UTC
The Gay Games, a mass-scale international sporting and cultural LGBT+ event, established in the USA in the early 1980s, is travelling to Asia (Hong Kong) for the first time in its history. As such, it is expected that the event will be constructed and promoted via a consideration of the local. That is, the Games, conceived in the West and defined by its core messages of modernity, e.g. inclusivity and diversity, will be redefined as it crosses into the more 'traditional' Hong Kong space; a local space which, like all spaces, is intimately linked to broader phenomena including discourse, identity, and politics. However, this redefinition also brings with it the potential for transformation vis à vis social justice for marginalised groups in the region. In this paper, I address these broader concerns through an ethnographically grounded discourse analysis of talk emerging from interviews I have been conducting with volunteers on the Hong Kong Games organising committee. Specifically, I explore how participants, in their organisational roles, grapple with the limitations and potential exclusivities indexed by the Gay Games brand, as they redefine the event for a local Asian audience. These actions are primarily manifested in their metapragmatic reflections (Jaworski et. al., 2004; Pérez-Milans, 2016) and actions, geared towards language strategies of diversity and inclusivity that 'move beyond', or 'queer', the 'gay' of the Gay Games brand. On the one hand, such strategies include rebranding the event through the use of specific Chinese characters to ambiguate the (controversial) politics of sexual identity and citizenship represented by the word 'gay' in this socio-political context. On the other hand, the language choices and strategies they discuss are aimed at breaking down gender binaries carried over from previous iterations of the games, as well as in competitive sports and their organisations more generally. In this way, the volunteers speak of, for example, how trans-inclusivity can be achieved through the language used in registration forms for the event, and in signs that mark out spaces of inclusivity in sports and cultural venues. Finally, I also attend to how these volunteers speak of their own developing awareness and understanding of a (queer) language of diversity and inclusivity that helps them integrate their own perspectives with this community of Gay Games volunteers. This queer applied linguistic study of the Hong Kong Gay Games therefore aims to provide beginning insights into how queer linguistic approaches, as negotiated and used by non-specialists, are impacting language choices and actions on the ground, with respect to public facing LGBT+ events in Asian spaces.
References Jaworski, A., Coupland, N., & Galasiński, D. (2004). Metalanguage: Why now? In A. Jaworski, N. Coupland & D. Galasiński (eds.), Metalanguage: Social and ideological perspectives (pp.3–8). De Gruyter. Pérez-Milans, Miguel. (2016). Reflexivity and social change in applied linguistics. AILA Review 29, 1–14.
Presenters Benedict Rowlett Assistant Professor , Hong Kong Baptist University
The formation, circulation, and reconceptualization of cisnormativity: Learning trans identities in Hong Kong’s social work practices
Oral Presentation[SYMP62] Queer Applied Linguistics: Potential & Limits10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 16:00:00 UTC
Drawing on Hong Kong's rather limited and homogeneous sexuality education background which tend to suppress "sensitive" and "controversial" topics (Wong, 2000; Ho and Tsang, 2002), this paper explores the potential challenges that social workers and transgender individuals have when having transgender topics brought up in the social work field. Through analyzing interviews with Hong Kong social workers, social work students and transgender individuals, this paper analyzes the discursive formation and potential reconstruction of cisnormativity among social workers and the challenges that both transgender individuals and social workers encountered when having queer linguistics (in particular transgender-relevant) circulated in the field of social work. It discusses how the meaning construction of "trans" and understanding of sex and gender influence the existing social work practice in Hong Kong in treating transgender clients. Social workers and transgender individuals' receptions to and reflections on gender terms such "trans", "transgender", its Chinese equivalent '跨性別' (kwaa1 sing3 bit6), "queer" and questions and remarks raised and made by social workers when addressing transgender individuals will be closely studied. Lastly, it draws on to what extent Hong Kong social workers are prepared to face categorical fluidities and other gender possibilities.
To understand queer linguistics is to understand how gender and sexual "identity categories and social reality are (re)produced or contested through language" (Milani, 2013, p. 618). Queer linguistics is known to have a strong tradition in US-based linguistic anthropology while non-Western cultures are often less represented in this field ((Motschenbacher & Stegu, 2013). This paper wishes to bring in the discussion of how the transgender notion and queer linguistics, often understood in Western context, is understood in Hong Kong, focusing on how social workers made sense of transgender category and how such understanding might affect or even limit transgender people's experiences in social work services. A portion of the existing work on queer linguistics used a community of practice model to investigate the production and contestation of normativity within groups that may or may not hold uniformity in identity formation (e.g. Bucholtz, 1999; Mendoza-Denton, 1999). As this paper shows, such production and contestation of normativity (in particular cisnormativity) can also be reflected in social workers' trainings in building their professions and discursive interaction with transgender clients. Social work practices in general emphasize distinct borders when planning and deciding the social services that they can provide. Social work services are being caught between the social constructionist approach that views identity categories as open to interpretation and the essentialist approach that maintains the fixed identity categories (McPhail, 2004). Situating the discussion in the Hong Kong's context, this paper argues that cisnormativity is what usually framed social workers to view transgender individuals and caused potential misunderstanding and even unease moments between them. However, as Hall (2013: 638) argues, "the social meaning granted to heteronormativity, even if its idealization persists, is always shifting across the interactions of those associated with it". With an increasing awareness of transgender and other gender possibilities topics, it is possible that the "semiotic evolution" that Hall (2013) suggests can occur in Hong Kong social work field and one can witness the resignification of the meaning of "normative" and "deviant", resulting in a different discourse that celebrates fluidity, changes, and possibilities in Hong Kong.
References Bucholtz M (1999) 'Why be normal?' Language and identity practices in a community of nerd girls. Language in Society 28: 203–223. McPhail, B. A. (2004). Questioning gender and sexuality binaries: What queer theorists, transgendered individuals, and sex researchers can teach social work. Journal of Gay & Lesbian Social Services, 17(1), 3–21. Mendoza-Denton N (1999) Fighting words: Latina girls, gangs, and language attitudes. In: Galindo DL and Gonzales MD (eds) Speaking Chicana: Voice, power, and identity. University of Arizona Press, pp. 39–56. Hall, K. (2013). Commentary I: 'It's a hijra!' Queer linguistics revisited. Discourse & Society, 24(5), 634– 642. https://doi.org/10.1177/0957926513490321 Milani, T. M. (2013). Are 'queers' really 'queer'? Language, identity and same-sex desire in a South African online community. Discourse & Society, 24(5), 615–633. https://doi.org/10.1177/0957926513486168 Motschenbacher, H., & Stegu, M. (2013). Queer Linguistic approaches to discourse. Discourse & Society, 24(5), 519–535. https://doi.org/10.1177/0957926513486069
Presenters Kimberly Wei Yi Tao Lecturer, The Hong Kong Polytechnic University, College Of Professional And Continuing Education, CPCE
Translating and using subtitles and dubbed dialogue to aid learners in more faithfully expressing their lgbtq+ identity in Japanese as a second language
Oral Presentation[SYMP62] Queer Applied Linguistics: Potential & Limits10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 16:00:00 UTC
Second language learning and translation benefit from an intersection between Queer Linguistics and Applied Linguistics. A comparison of original Japanese dialogues and translated English subtitles/dubbed dialogues of lgbtq+ characters in Japanese TV shows, movies, and manga comics sheds light on language-specific features indexing sexuality and gender and how speakers perform queerness. These dialogue comparisons in turn serve as ideal language materials in enhancing both lgbtq+ and non-lgbtq+ learners in more faithfully expressing their identity in Japanese as a second language (L2), given that lgbtq+ voices are generally missing in foreign language classrooms.
Speakers possess a linguistic repertoire of codes/styles to index gender identities, affiliations, ideologies, and stances (Hanks, 1996). Media create character backgrounds and describe relationships by activating the social associations of these codes/styles. Scripts exploit shifting between these codes/styles to develop storylines by expressing fluid identities, evolving relationships, and changing stances. In the Japanese manga-based Netflix lgbtq+ TV series What Did You Eat Yesterday?, a rich linguistic repertoire (e.g., pronouns, sentence-final particles, verb forms, pitch levels/patterns) is manipulated to define the personalities and relationship of a gay middle-aged couple from a stereotypically heteronormative perspective: masculine/feminine and hierarchical (i.e., "husband" vs "wife"). Furthermore, the show mainstreams Japanese gay community vernacular (e.g., neko sexually submissive, tachi-neko masculine sexually submissive).
The current study has two objectives: 1) comparing interpretations of the linguistic features indexing identities, relationships, and stances of the original Japanese and translated English dialogues in What Did You Eat Yesterday (TV series, manga) by native speakers of Japanese and English, respectively, and 2) incorporating Japanese-to-English dialogue comparisons as a teaching technique within a pragmatics-focused task-based teaching approach to enhance awareness of queer and heteronormative language forms, usages, and stereotypes.
Analyses demonstrate that indexical features in the original Japanese dialogues tend to be translated into cisgender, male, white, middle-class American English, erasing identities, relationships, stances, and styleshifting and thereby blurring fluid identities, evolving relationships, and changing stances. Japanese forms tend to be more hypermasculine or hyperfeminine whereas English translated forms are "gender-neutral". By contrast, gay terms in Japanese (nonke, neko) are less understood than their English translated counterparts (straight, sexually passive). Nevertheless, translated subtitles and dubbed dialogues largely result in one-dimensional characters, flat interactions, and hard-to-follow dialogues. Consequently, translations perpetuate a false narrative of a monolithic, heteronormative Japan and standard-language ideology by erasing lgbtq+ voices in Japan and among international viewers.
These dialogue comparisons further serve as scaffolding activities (e.g., analysis, listening, dubbing, roleplay) within a pragmatics-focused task-based teaching approach. A survey and pre-/post-tests show that L2 learners positively view dialogue comparisons in boosting awareness of linguistic forms indexing lgbtq+ identities and aiding them in developing a more faithful L2 Japanese identity and more fully participating in the Japanese lgbtq+ community.
This presentation discusses: 1) lgbtq+ indexical features in Japanese and translated English counterparts 2) teaching techniques for L2 Japanese lgbtq+ indexical features
References Hanks, W. F. (1996). Language form and communicative practices. Oxford: Westview Press.
Presenters Vance Schaefer Associate Professor, The University Of Mississippi
Functional inclusion or undercover transformation? Discursive strategies in LGBTQIA+ representations in a locally-designed textbook series
Oral Presentation[SYMP62] Queer Applied Linguistics: Potential & Limits10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 16:00:00 UTC
For a very long time, LGBTQIA+ identities have been erased –or at best backgrounded- in global (English) foreign language textbooks, construing these as unsafe topics (Gray, 2010) for the global textbook market. More recently, the progressive inclusion of (some) of these identities seem to be regulated by strategies of "tokenization" (Apple, 2004) which implies a shift from previous ontological negation of LGBTQIA+ identities to representing these identities "in passing", i.e. in a rather superficial way so as not to trouble the heteronormative order. However, what happens when a locally designed textbook series explicitly attempts to be gender/sexually inclusive? What are the political, ideological, societal and material affordances they are provided with and what are the constraints they face? In this presentation we draw on multimodal critical discourse analysis (van Leeuwenm 2005; Machin, 2013) to analyze the strategies for representing LGBTQIA+ identities and contents in a recently published Uruguayan series (#livingUruguay). Our purpose is to discuss the discursive tensions and entanglements that emerge when entertaining both a will to include a wide repertoire of gender/sexuality topics, contents and identities and long-ingrained ideologies of what is "politically correct" (Fairclough, 2009) to be addressed in a foreign language classroom. Our discussion identifies three interrelated representational strategies through which LGBTQIA+ identities are included in textbook discourse: mentioning, ambiguity and intertextual/interdiscursive relations. Findings point to the fact that the LGBTQIA+ identities and contents are indeed addressed in the series. However, our discussion revolves around the extent to which this type of inclusion opens up potential spaces for criticality or to reproduction in the classroom, since representational strategies can be understood in two ways: 1) as a form of functional regulation of LGBTQIA+ discourses through which their inclusion is discursively regulated by homonormativization (Sunderland & McGlashan, 2015) to make them reproduce the heteronormative order they supposedly come to trouble, or 2) as a form of covert inclusion of critical topics and issues to avoid potential textbook censorship. Findings hope to make us reflect on the extent to which the current politics of identity (Muñoz 2020) in foreign language textbooks obscures the potential disruptive role of LGBTQIA+ and, more broadly, queer identities.
References Apple, M. W. 2004. Ideology and Curriculum. Nueva York y Londres: Routledge Falmers. Fairclough, N. 2009. 'Políticamente correcto': La política de la lengua y la cultura. Discurso & Sociedad, v. 3, n. 3, p. 495- 512. Gray, J. 2010. The Construction of English. Culture, Consumerism and Promotion in the ELT Global Coursebook. Londres: Palgrave Macmillan. Machin, D. 2013. What is multimodal critical discourse studies? Critical Discourse Studies, v. 10, n. 4. p. 347-355. Sunderland, J. & McGlashan, M. 2015. Heteronormativity in EFL Textbooks and in Two Genres of Children's Literature (Harry Potter and Same-Sex Parent Family Picturebooks). Language Issues v. 26, n. 2, p. 17-26. van Leeuwen, T. 2005. Introducing Social Semiotics. Londres y Nueva York: Routledge.
Presenters Victoria Furtado PhD Student, City University Of New York
Student Views on Gender Diversity in the EFL Classroom
Oral Presentation[SYMP62] Queer Applied Linguistics: Potential & Limits10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 16:00:00 UTC
This paper builds on studies of gender and language in educational contexts, particularly those considering queer perspectives (Sauntson, 2021). While there is considerable research on gender inequality and heteronormativity in educational materials (Sunderland, 2015; Sancho Höhne & Heerdegen, 2018), fewer studies have focused on the views of students on these materials in EFL classes (Mustapha, 2013). To address this gap, the present study focuses on the ways in which secondary students perceive and discuss gender diversity in educational materials used in their EFL class in Switzerland. Using focus groups, we asked students to discuss representations of women, men and non-binary characters in relation to themselves and their communities of practice. We drew examples from students´ textbook Ready for B2 first (2021) for them to comment on.
In our contribution, we discuss the ways in which students articulate conservative, binary perspectives versus queer views on gender diversity, and how such views are constructed. We also make links with similar studies in other geopolitical contexts (Pakula, Pawelczyk & Sunderland, 2015). Finally, we aim to make suggestions on how students, teachers and educational materials may honor gender diversity and contribute to creating more inclusive EFL classrooms (Merse, 2021).
References - Merse, T. (2021). Task typologies for engaging with cultural diversity: The queer case of LGBTIQ* issues in English language teaching. In L. Banegas, G. Beacon & M. Berbain (Eds.), International Perspectives on Diversity in ELT (pp. 91-109). New York: Palgrave Macmillan. - Mustapha, A. (2013). Gender and language education research: A review. Journal of Language Teaching and Research, 4(3), 454-463. - Pakula, L., Pawelczyk, J., Sunderland, J. (2015). Gender and sexuality in English language education: Focus on Poland. London: British Council. - Sancho Höhne, M., Heerdegen, D. (2018). On normativity and absence: Representation of LGBTI* in textbook research. In Fuchs, E. & Bock, A. (Eds.) The Palgrave Handbook of Textbook Studies (pp. 239-250). Palgrave Macmillan: New York. - Sauntson, H. (2021). Applying queer theory to language, gender and sexuality research in schools. In Angouri, J. (Ed.) The Routledge Handbook of Language, Gender and Sexuality (pp.339-353). London: Routledge. - Sunderland, J. (2015). Gender (representation) in foreign language textbooks: Avoiding pitfalls and moving on. In S. Mills & A. Mustapha (Eds.) Gender Representation in Learning Materials. International Perspectives(pp. 19-34). New York/London: Routledge.
Presenters Dietha Koster Postdoc, University Of Münster Co-authors
Alice Cesbron
Alana Waghorn
Alex Figueiredo
Benedict Rowlett
Kimberly Wei Yi Tao
Vance Schaefer
Victoria Furtado
Martina Fernández Fasciolo
Dietha Koster
