Advertisement

Introducing (A)gender into Foreign/Second Language Education

  • Paul Chamness Miller
  • Hidehiro Endo
Chapter
Part of the Queer Studies and Education book series (QSTED)

Abstract

Miller and Endo illustrate how, through short readings and art-based activities, second and foreign language middle and high school teachers can use language to introduce the concept of (a)gender. One of the challenges that language teachers face is that language learners often do not possess the vocabulary, linguistic skills, or knowledge to express their ideas about gender creativity. This chapter reveals that whether at a beginning or more advanced level of linguistic ability, art-based activities, coupled with appropriate reading materials and in-class discussion, will equip language learners with the tools and skills to engage in important topics that challenge gendernormativity. The authors demonstrate how to achieve these goals through several samples of their own intermediate-level English language learners’ work.

Keywords

Gender Creative Language Teaching Classes English Language Learners Writing Course Social Justice Issues 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Adams, J. (2002). Art in social movements: A case from Pinochet’s Chile. Sociological Forum, 17(1), 21–56.CrossRefGoogle Scholar
  2. Al-Shehri, S., & Gitsaki, C. (2010). Online reading: A preliminary study of the impact of integrated and split—attention formats on L2 students’ cognitive load. ReCALL, 22(3), 356–375.CrossRefGoogle Scholar
  3. American Council on the Teaching of Foreign Languages (ACTFL). (2015). World readiness standards for learning languages. Alexandria: Author. Retrieved from ACTFL website: http://www.actfl.org/sites/default/files/pdfs/WorldReadinessStandardsforLearningLanguages.pdf.Google Scholar
  4. Aoki, M. (2014, May 8). LGBT bullying rife in schools: Survey. Japan Times. http://www.japantimes.co.jp/news/2014/05/08/national/lgbt-bullying-rife-in-schools-survey/?#.VcCrgChR4sy
  5. Berho, D. L., & Defferding, V. (2005). Communication, culture, and curiosity: Using target-culture and student-generated art in the second language classroom. Foreign Language Annals, 38(2), 271–277.CrossRefGoogle Scholar
  6. Bryant, T. (2013). Michael’s diary. Teaching Tolerance, 44. Retrieved from http://www.tolerance.org/magazine/number-44-summer-2013/department/michael-s-diary
  7. Knowles, J. G., & Cole, A. L. (2008). Handbook of the arts in qualitative research: Perspectives, methodologies, examples and issues. Thousand Oaks: Sage.CrossRefGoogle Scholar
  8. Kosciw, J. G., Greytak, E. A., Palmer, N. A., & Boesen, M. J. (2014). The 2013 National School Climate Survey: The experiences of lesbian, gay, bisexual and transgender youth in our nation’s schools. New York: GLSEN.Google Scholar
  9. Leahy, W., & Sweller, J. (2004). Cognitive load and the imagination effect. Applied Cognitive Psychology, 18, 857–875.CrossRefGoogle Scholar
  10. Leavy, P. (2009). Method meets art: Arts-based research practice. New York: Guilford.Google Scholar
  11. Lockette, T. (2009, April 13). Death by bullying. Teaching Tolerance [Web log post]. Retrieved from http://marioncountyschoolcounselors.blogspot.jp/2009/04/death-by-bullying-article-from-teaching.html
  12. Maruko, M. (2015, February 20). Officials pull plug on teacher survey about LGBT students. Japan Times. Retrieved from http://www.japantimes.co.jp/news/2015/02/20/national/social-issues/officials-pull-plug-on-teacher-survey-about-lgbt-students/#.VcRAMChR4sw
  13. Miller, P. C. (2010). An elephant in the classroom: LGBTQ students and the silent minority. In M. Fehr & D. Fehr (Eds.), Teach boldly (pp. 67–76). New York: Peter Lang.Google Scholar
  14. Miller, s. (2015). A queer literacy framework promoting (a)gender and (a)sexuality self-determination and justice. English Journal, 104(5), 37–44.Google Scholar
  15. Ministry of Education, Culture, Sports, Science & Technology (MEXT). (2012). Koukousei no futoukou chutotaigaku no genjou [The current truancy and dropout situation of high school students]. Tokyo: Author. Retrieved from http://www.mext.go.jp/b_menu/shingi/chukyo/chukyo3/047/siryo/__icsFiles/afieldfile/2012/03/21/1318690_02.pdf
  16. Paas, F., van Gog, T., & Sweller, J. (2010). Cognitive load theory: New conceptualizations, specifications, and integrated research perspectives. Educational Psychology Review, 22, 115–121.CrossRefGoogle Scholar
  17. Teaching English to Speakers of Other Languages International Association (TESOL). (2006). TESOL Pre-K-12 English language proficiency standards framework. Alexandria: Author. Retrieved from TESOL website: http://www.TESOL.org/docs/books/bk_prek-12elpstandards_framework_318.pdf?sfvrsn=2.Google Scholar
  18. Ybarra, M. L., Mitchell, K. J., & Kosciw, J. G. (2014). The relation between suicidal ideation and bullying victimization in a national sample of transgender and non-transgender adolescents. In P. Goldblum, D. Espelage, J. Chu, & B. Bognar (Eds.), Youth suicide and bullying: Challenges and strategies for prevention and intervention (pp. 134–147). New York: Oxford University Press.Google Scholar

Copyright information

© The Author(s) 2016

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 2.5 International License (http://creativecommons.org/licenses/by-nc/2.5/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

The images or other third party material in this chapter are included in the chapter's Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the chapter's Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder.

Authors and Affiliations

  • Paul Chamness Miller
    • 1
  • Hidehiro Endo
    • 1
  1. 1.Akita International UniversityAkitaJapan

Personalised recommendations