Abstract
ABSTRACT This article seeks to revisit the place of genders and sexualities in language education. It emphasizes the importance of addressing the languages of marginalized non-hegemonic bodies, including non-heterosexual/heteronormative bodies, bodies who continue to face abjection and exclusion in contemporary societies. It investigates the (im)possible and (im)probable encounter amongst language education and pedagogies focused on difference, sexualities, genders and their intersections with visual literacies. The research adopts a qualitative methodology and the methods of investigation involve review of literature, alongside digital document analysis through visual literacy methodologies in which images on social media platforms are interpreted as meaning making processes. Section 1 discusses the concepts of genders and sexualities by focusing on nonheteronormative and non-heterosexual existences. Section 2 contends that language education, visual literacies and gender and sexuality studies could and should be in constant dialogue in language classes. Finally, the article offers four praxeologies for language teacher education amidst the intersections of sexualities, and genders.
Published Version
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