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Voices of Experience: Queer Language Teachers' Advice for New Second Language Educators.

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Title: Voices of Experience: Queer Language Teachers' Advice for New Second Language Educators.
Authors: Grant, Robert1 (AUTHOR), Smith, Cameron W.1 (AUTHOR)
Source: Second Language Teacher Education (SLTE). May2025, Vol. 4 Issue 1, p66-88. 23p.
Subject Terms: *Language teachers, *Teacher education, *Master teachers, *Second language acquisition, *Culturally relevant education, Homophobia, Identity (Psychology), Narrative inquiry (Research method)
Geographic Terms: Canada
Abstract: This study presents the narratives of 12 queer-identifying second language (SL) teacher experiences in Canada as they offer advice to their queer pre-service and early-career peers about the realities and complexities of teaching a SL. Using narrative inquiry with three rounds of semi-structured interviews, the data reveal several themes about the experiences of queer SL teachers in their initial teacher education (ITE) program: SL teachers lack support, resources, and mentorship in ITE and in beginning practice around navigating the intersections of their identities, SL pedagogy, community, and policy. Implications for SL ITE programs to enhance inclusivity for queer pre-service teachers are offered, particularly in relation to increasing inclusive language teaching strategies, disrupting anti-queer hate in schools, and the need for mentorship opportunities for queer SL teachers. [ABSTRACT FROM AUTHOR]
Copyright of Second Language Teacher Education (SLTE) is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Voices of Experience: Queer Language Teachers' Advice for New Second Language Educators.
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  Data: <searchLink fieldCode="JN" term="%22Second+Language+Teacher+Education+%28SLTE%29%22">Second Language Teacher Education (SLTE)</searchLink>. May2025, Vol. 4 Issue 1, p66-88. 23p.
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  Data: *<searchLink fieldCode="DE" term="%22Language+teachers%22">Language teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Master+teachers%22">Master teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Second+language+acquisition%22">Second language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Culturally+relevant+education%22">Culturally relevant education</searchLink><br /><searchLink fieldCode="DE" term="%22Homophobia%22">Homophobia</searchLink><br /><searchLink fieldCode="DE" term="%22Identity+%28Psychology%29%22">Identity (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Narrative+inquiry+%28Research+method%29%22">Narrative inquiry (Research method)</searchLink>
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  Data: This study presents the narratives of 12 queer-identifying second language (SL) teacher experiences in Canada as they offer advice to their queer pre-service and early-career peers about the realities and complexities of teaching a SL. Using narrative inquiry with three rounds of semi-structured interviews, the data reveal several themes about the experiences of queer SL teachers in their initial teacher education (ITE) program: SL teachers lack support, resources, and mentorship in ITE and in beginning practice around navigating the intersections of their identities, SL pedagogy, community, and policy. Implications for SL ITE programs to enhance inclusivity for queer pre-service teachers are offered, particularly in relation to increasing inclusive language teaching strategies, disrupting anti-queer hate in schools, and the need for mentorship opportunities for queer SL teachers. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Second Language Teacher Education (SLTE) is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=187457780
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        Value: 10.3138/slte-2025-0001
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      – Code: eng
        Text: English
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      – SubjectFull: Master teachers
        Type: general
      – SubjectFull: Second language acquisition
        Type: general
      – SubjectFull: Culturally relevant education
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      – SubjectFull: Homophobia
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      – SubjectFull: Narrative inquiry (Research method)
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      – TitleFull: Voices of Experience: Queer Language Teachers' Advice for New Second Language Educators.
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              Text: May2025
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