Thinking queerly: Implications for transformative teacher practice in the English language classroom

Recent research conducted from a queer theoretical perspective in TESOL/TEFL demonstrates how issues of gender and sexuality can impact the language classroom in multiple ways. Featuring teachers' narrative reflections on their practices, many of these studies demonstrate the affordances that thinking queerly as a form of critical inquiry has brought to their understandings of diversity and inclusivity. In this article, by bringing together and discussing narrative reflections from previous research, I aim to explore more fully how thinking queerly is constructed as an affective process that can yield transformative actions and interventions in the English language classroom.