Queer issues in English language teaching (ELT) have received increasing attention in recent years. This has included calling for interfaces between queer theory and ELT theorizing and descriptions of what is at stake in heteronormative classrooms, as well as exploring normative discourses reflected in language learning materials. Despite this considerable progress, there is still much work to be done regarding how teacher trainers and practitioners might go about queering practice. This article seeks to explore how English as a second language (ESL) classrooms can be meaningfully queered to create safer and more respectful spaces for students to engage with lesbian, gay, bisexual, and transgender issues in a second language. This discussion begins by looking at how ESL teacher training can be queered, for example, including representation from queer TESOL literature and modeling queer teaching practices. The conversation concludes by arguing that there also exists a need for teachers to seek out ways to queer commercially available classroom materials.

中文翻译：

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Queering ESL教学：教学和材料创作问题

近年来，英语语言教学（ELT）中的酷儿问题越来越受到关注。这包括呼吁在酷儿理论和 ELT 理论之间建立接口，并描述异性恋课堂中的利害关系，以及探索语言学习材料中反映的规范性话语。尽管取得了这一相当大的进步，但在教师培训师和从业者如何进行酷儿实践方面仍有许多工作要做。本文旨在探索如何对英语作为第二语言 (ESL) 的课堂进行有意义的同性恋化，为学生创造更安全、更受尊重的空间，让他们以第二语言处理女同性恋、男同性恋、双性恋和跨性别问题。本次讨论首先探讨如何让 ESL 教师培训变得奇怪，例如，包括来自酷儿 TESOL 文献的代表和酷儿教学实践的建模。谈话最后认为，教师也需要寻找方法来让商业可用的课堂材料变得酷。