Addressing Sexual and Gender Diversity in an English Education Teacher Preparation Program

Incorporating LGBTQ+ Identities in K-12 Curriculum and Policy - Advances in Early Childhood and K-12 Education ◽

10.4018/978-1-7998-1404-7.ch003 ◽

2020 ◽

pp. 66-111

Author(s):

Katherine Mason Cramer

Keyword(s):

Curriculum Design ◽

English Language ◽

English Education ◽

Gender Diversity ◽

Teacher Preparation Program ◽

Teacher Education Programs ◽

School Cultures ◽

Arts Pedagogy ◽

Midwestern University ◽

And Gender

Teacher education programs as a whole do little to prepare graduates to create and maintain classroom and school cultures that recognize and affirm lesbian, gay, bisexual, transgender, questioning/queer + (LGBTQ+) identities. This chapter describes how an English education program chair at a Midwestern university has integrated the study of sexual and gender diversity alongside English language arts pedagogy in three different courses, including specific texts and learning activities, as well as student responses to the in-class experiences. Recommendations for future study and curriculum design are addressed.

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Formative Evaluation on Course Structure and Credits at English Language Teaching Curriculum

10.31235/osf.io/mg3ye ◽

2017 ◽

Author(s):

Arab World English Journal ◽

Sukirman ◽

Djuwairiah Ahmad ◽

Mardiana

Keyword(s):

Curriculum Design ◽

English Language ◽

Formative Evaluation ◽

English Education ◽

Primary Data ◽

Credit System ◽

Education Standards ◽

Course Structure ◽

National Education ◽

National Education Standards

This study aims to describe the appropriateness of the real condition of the course structure and credits on the 2010 Curriculum at English Education Department at Alauddin State Islamic University of Makassar (called UIN Alauddin Makassar) compared to the ideal conditions. The significance of this study is being primary data in developing the existing curriculum at the department. It adapts Stake's Countenance Model as the design evaluation. The data collected in this study are quantitative and qualitative data. The findings show that the appropriateness level between the objective conditions and actuality standard/objective intensity on curriculum design components with overall subcomponents on the course structure is categorized as moderate. In this case, some of the subcomponents still require limited amendment or revision in accordance with the instructions of National Education Standards Agency (called BSNP). Then, the appropriateness level of the learning burden between the objective conditions and actuality standard/objective intensity on the overall components is categorized as low. It indicates that the learning burden management through Semester Credit System still requires major changes or revisions in accordance with the instructions of National Education Standards Agency. Furthermore, the students and lecturers have relatively different attitude in viewing at the course structure and learning burden based on the curriculum. In this case, the students point out that the course structure and learning burden are less eligibility to be maintained with score 42.86%; whereas the lecturer point out the two components are totally not eligibility to be maintained with score 9.25%.

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Multilingual English Language Teaching in the Philippines

International Journal of TESOL Studies ◽

10.46451/ijts.2021.10.03 ◽

2021 ◽

Keyword(s):

Curriculum Design ◽

English Language ◽

English Education ◽

Native Speaker ◽

Language Teaching ◽

The Philippines ◽

English Language Teaching ◽

Design Assessment ◽

Attitudes And Practices ◽

Diverse Context

In English language teaching (ELT) circles, the English used in the Philippines is traditionally labelled as ESL. However, that label, including the attitudes and practices that it brings, does not accurately capture the complex language situation in the country. In this article, we argue that English education in the Philippines does not account for the multilingual and linguistically diverse context of use in the country. We argue that monolingual perspectives and approaches in ELT continue to dominate the field. Issues of language variation, the existence of varieties of English, and the reality of translanguaging practices are not addressed. From curriculum design, assessment policies and practices, to classroom teaching, ELT in the Philippines persists in taking a one-size-fits-all approach that only privileges so-called ‘native speaker’ norms. English in the Philippines is best characterized as Englishes. Although an educated Philippine variety of English exists (Bautista, 2008), it cannot be concluded that this is the variety of widespread use across the archipelago. The language situation of the Philippines is complex, thereby eluding labels and categories that only betray a nativespeakerism perspective and a monolingual bias. We argue that Englishes in the Philippines are more appropriately approached as ENL, ESL, and EFL. The implications of these categorizations on ELT in the country are discussed in this paper.

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‘Having to use English others us': South African terminologies of sexual and gender diversity

Sexualities ◽

10.1177/1363460721999270 ◽

2021 ◽

pp. 136346072199927

Author(s):

Ingrid Lynch ◽

Finn Reygan ◽

Molemo Ramphalile

Keyword(s):

South African ◽

Social Inclusion ◽

English Language ◽

Gender Diversity ◽

Social Recognition ◽

Same Sex ◽

Gender Minorities ◽

And Gender ◽

Community Spaces ◽

Linguistic Coding

The linguistic coding of sexual and gender diversity remains highly contested in African contexts. While English language terminologies reflecting rights-based talk proliferate, such terms fail to fully reflect the lived realities of African queerness. This paper engages existing South African research on indigenous terminologies to describe sexual and gender diversity, focusing on representations of male same-sex sexualities. Our findings show that local terminologies serve not only to ‘other’ sexual and gender diversity, but also hold the potential to render those existing outside of normative sex/gender binaries as socially intelligible. Two core themes emerged: (i) the persistence of heterogendered subjectivities, where sexual dissidence is mapped onto a normative male/female binary; and (ii) a procreative imperative focused on communitarian norms that privilege heterosexual childbearing. The findings highlight the limitations of global terminologies of sexual and gender diversity by engaging the ways in which local African terminologies provide social recognition for same-sex sexualities in generally heteronormative community spaces. We discuss the implications of this gendered encoding of sexual dissidence in terms of advocacy strategies for the greater social inclusion of sexual and gender minorities.

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Gender-inclusive language in pregnancy-related research: Why and how to improve current practices

10.31235/osf.io/csnqw ◽

2021 ◽

Author(s):

Charlie Rioux ◽

Scott Weedon ◽

Kira London-Nadeau ◽

Ash Paré ◽

Robert Paul Juster ◽

...

Keyword(s):

English Language ◽

Recent Literature ◽

Gender Diversity ◽

Research Process ◽

Future Research ◽

Related Research ◽

Inclusive Language ◽

Gender Diverse ◽

And Gender ◽

In Pregnancy

Individuals who have a uterus but are not cisgender women may carry pregnancies; however, academic language around pregnancy remains largely (cis-)woman-centric. There is a dearth of data on the use of (cis-)woman-centric and gender-inclusive language alternatives in research on pregnancy. Furthermore, while the need to include trans, non-binary and gender-diverse people in all steps of the research process has been discussed in the recent scientific literature, there remains a lack of awareness in the field that all research on pregnancy can contribute to inclusiveness through language and terminology. Accordingly, we first review the recent literature to examine the state of gendered language in pregnancy-related research. Second, we discuss why gender-inclusive language should be seen as essential in pregnancy-related research. Third, we provide guidance for gender-inclusive language practices in future research on pregnancy. We reviewed 500 randomly selected publications from a search for the MeSH-major topic “pregnancy” in PubMed with a restriction for publications from the last year on July 23, 2021, human research, and the English language. This review of recent literature showed that 98.8% of publications used (cis-)woman-centric language and 1.2% used gender-inclusive language. We explain how this ubiquitous use of (cis-)woman-centric language contributes to (1) the erasure of gender diversity and (2) inaccurate scientific communication, and (3) has a societal impact, for example by being picked up by students, practitioners, clinicians, policymakers, and the media. We follow with recommendations for gender-inclusive language in every section (i.e., introductions, methods, results, discussions) of research articles on pregnancy. The erasure of gender-diverse people in the rhetoric of research about pregnant people can be addressed immediately, including in the dissemination of results from ongoing studies that did not take gender into consideration in the design phase. This makes gender-inclusive language a crucial first step towards the inclusion of gender-diverse people in health research more globally.

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Self-Referent Thoughts in Exercise: The Self-Perception in Exercise Questionnaire

European Journal of Psychological Assessment ◽

10.1027/1015-5759.13.3.195 ◽

1997 ◽

Vol 13 (3) ◽

pp. 195-205 ◽

Cited By ~ 2

Author(s):

Marit Sorensen

Keyword(s):

Physical Activity ◽

Pilot Study ◽

Physical Activity Level ◽

Convergent Validity ◽

English Language ◽

Lifestyle Changes ◽

Activity Level ◽

Language Version ◽

Social Comfort ◽

And Gender

Adherence to lifestyle changes - beginning to exercise, for example - is assumed to be mediated by self-referent thoughts. This paper describes a pilot study and three studies conducted to develop and validate a questionnaire for adults to determine their self-perceptions related to health-oriented exercise. The pilot study identified items pertinent to the domains considered important in this context, and began the process of selecting items. Study 2 examined the factor structure, reduced the number of items, determined the internal consistency of the factors, and explored the discriminative validity of the questionnaire as to physical activity level and gender. Four factors with a total of 24 items were accepted, measuring mastery of exercise, body perception, social comfort/discomfort in the exercise setting, and perception of fitness. All subscales had acceptable internal consistencies. Preliminary validity was demonstrated by confirming hypothesized differences in scores as to gender, age, and physical activity level. The third study examined and demonstrated convergent validity with similar existing subscales. The fourth study examined an English-language version of the questionnaire, confirming the existence of the factors and providing preliminary psychometric evidence of the viability of the questionnaire.

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