Abstract
This chapter (re)negotiates the engagement with cultural diversity in ELT from a queer-informed vista, and suggests a much-needed task typology to engage learners in exploring diverse sexual, gender and body identities (often abbreviated to LGBTIQ*). It argues for a timely reconstruction of ELT’s understanding of interculturality that includes exploring heteronormativity as a cultural norm and making LGBTIQ* identities visible as a facet of cultural diversity—issues that have oddly been overlooked while intercultural learning in ELT tends to self-fashion itself for cultural diversity at large. To achieve a transfer into ELT practice, this chapter offers a typology of tasks that are generally suitable for learners to queerly explore and reflect on cultural differences and diversity.
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Merse, T. (2021). Task Typologies for Engaging with Cultural Diversity: The Queer Case of LGBTIQ* Issues in English Language Teaching. In: Banegas, D.L., Beacon, G., Pérez Berbain, M. (eds) International Perspectives on Diversity in ELT. International Perspectives on English Language Teaching. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-74981-1_6
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