Heteronormativity is a form of oppressive ideology in which heterosexuality is assumed to be the normal, and often only, pattern of human romantic relationships. In the ELT classroom it can be damaging to students who fall outside of heterosexuality’s narrow confines and impoverishes learning for all students. In this article, I argue that heteronormativity’s persistence in ELT textbooks is a product of its various forms, some more insidious than others, and companies pandering to conservative markets in an increasingly homogeneous, globalized publishing economy. Worse, attempts to counter heteronormativity using essentialized representations of non-heterosexual groups may ultimately perpetuate it. Building on the work of others who have examined its manifestation in ELT textbooks, I present a taxonomy of five different forms of representational heteronormativity. I argue that this taxonomy can be used by materials writers, curriculum planners, and classroom teachers to guide their practice away from heteronormativity, towards more critically inclusive materials.

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了解ELT教科书中的异规范性：实用分类法

异性恋是压迫性意识形态的一种形式，其中异性恋被认为是人类浪漫关系的正常且通常唯一的模式。在ELT教室中，这可能会对异性恋狭narrow范围之外的学生造成伤害，并使所有学生的学习陷入困境。在本文中，我认为，异规范性在ELT教科书中的持久性是其各种形式的产物，其中一些形式比其他形式更具阴险性，并且公司在日益趋同的全球化出版经济中向保守市场倾斜。更糟糕的是，尝试使用非异性恋群体的本质化表示来反抗异常性可能最终使其永存。基于已经检查过ELT教科书中其表现形式的其他人的工作，我介绍了代表异规范性的五种不同形式的分类法。我认为，材料作者，课程计划者和课堂教师可以使用这种分类法来指导他们的实践从异质性转向更具批判性的包容性材料。