Queer Theories and Pedagogies in Spanish Language Education: Current Status and Future Directions

Authors

Keywords:

Gender normativity, LGBTQIA+, K-12, Queer Theory, Spanish language

Abstract

In the field of Teaching English to Speakers of Other Languages (TESOL), engagement with queer thinking (Nelson, 2020) has resulted in a proliferation of scholastic and pedagogical endeavors which seek, as part of their project, to destabilize the (re) production of cisheteronormativity. In world language (WL) education, however, there has been limited, yet increasing engagement with the insights of queer theories and pedagogies. As queer theories, pedagogies, and thinking have much to offer Spanish language education (Coda, 2018), we might be inclined to ask: how can we foster a Spanish language education that troubles commonly accepted knowledges and practices, especially in contexts in which LGBTQIA+ identities may be at stake? As such, we draw attention to the ways in which queer thinking has been engaged in Spanish language education with implications for how to extend these insights going forward.

 

En el campo de la enseñanza del inglés para hablantes de otras lenguas (TESOL), la dedicación al pensamiento queer (Nelson, 2020) ha resultado en una proliferación de investigaciones académicas y pedagógicas que buscan desestabilizar la (re)producción de la heteronormatividad. Sin embargo, el campo de educación de lenguas extranjeras se ha involucrado poco, aunque cada vez más, con las perspectivas teóricas y pedagógicas queer. Dado que las teorías, las pedagogías, y el pensamiento queer tienen mucho que ofrecerle a la enseñanza del español como lengua extranjera (Coda, 2018), nos apresuraríamos a preguntar: ¿Cómo podemos fomentar una educación del español como lengua extranjera que cuestione los conocimientos y prácticas comúnmente aceptados, especialmente en contextos en los cuales las identidades LGBTQIA+ están en juego? Por lo tanto, destacamos las maneras en que el pensamiento queer se ha involucrado en la enseñanza del español como lengua extranjera y como consecuencia extender conocimientos en adelante.

Author Biographies

James Coda, University of Tennessee Knoxville

JAMES CODA, Ph.D., (he/him/his) is an Assistant Professor of ESL and world language education in the Department of Theory and Practice in Teacher Education in the College of Education, Health, and Human Sciences at the University of Tennessee Knoxville. His research interests include LGBTQ+ issues in language teaching and learning, gender and sexuality in education, queer theories and pedagogies, and identity.

Kelly M. Moser, Mississippi State University

KELLY M. MOSER (she/her) is an Associate Professor of Spanish and World Language Education in the Department of Classical & Modern Languages and Literatures at Mississippi State University. She is also a fellow in the College of Arts & Sciences with the goal to improve teaching and learning and student retention at the university. Her research explores teacher cognition and practice with a focus on how rural language teachers enact their practice.

Liv Halaas Detwiler, University of Tennessee Knoxville

LIV HALAAS DETWILER (she/her) is a PhD candidate in world language teacher education in the Department of Theory and Practice in Teacher Education at the University of Tennessee Knoxville. Her research interests include reflective practice, L2 motivation, identity, heritage language learner support, and world language teacher preparation. She has taught Spanish at both secondary and university levels in the US and collaborated for many years with the Concordia Language Villages.

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Published

2024-03-01