Abstract:

Second language acquisition and language learning research consistently shows that LGBTIQA+ (lesbian, gay, bisexual, transgender, queer/questioning, intersex, asexual plus) students experience challenges in the language classroom (Kappra & Vandrick, 2006; Nelson, 2010) and are rarely represented in second language textbooks (Gray, 2013; Paiz, 2015; Moore, 2019). Research into Japanese language teaching materials has demonstrated the importance of critiquing heteronormative biases in Japanese teaching materials and resources (Arimori, 2017; 2020; Maree, 1997; 1998; 2011; Moore, 2019).

Queer-affirming and trans-affirming pedagogies (Knisely & Paiz, 2021; Paiz, 2020) encourage language educators to engage in reflective practices and respectful engagement. Educators are encouraged to reflecti on their own knowledge in regard to issues of SOGIESC in both the local and target contexts. Using a framework of critical reflection, in this presentation, we examine contemporary Australian tertiary Japanese language education where recent surveys indicate that issues of equity and discrimination in regard to gender, sexuality and race are of key concern to Australian youth behind COVID-19 and climate change. Turning to Japan we can also note that public attitudes to LGBTQIA+ people have become more positive over the past decade. survey research indicates that attitudes towards LGBTQIA+ individuals in Japan are shifting, with younger people responding more positively in most recent surveys (PEW 2013; Kamano et al 2016, Zhang 2021). This background context alone mandates bringing issues of sexual orientation, gender identity, expression and sex characteristics (SOGIESC) to the Japanese language classroom. How then can this be facilitated?

In this presentation, using examples of collaborative peer networking, we propose that cultivating a learning environment that
(a) does not make gender and sexuality a ‘problem’ (Knisely & Paiz 2021; Moore 2019; Paiz 2020),
(b) is transnational in focus (Nelson, 2006) and
(c) is responsive to local contexts (Gray, 2013) is key to building facilitating LGBTQIA+ affirmative Japanese language learning.
I invite us to think about how we can aim to build and/or maintain learning spaces in languages from the Asian region which are inclusive and affirmative of sexual orientation, gender identity, expression and sex characteristics (SOGIESC).

Keywords:

LGBTIQA+ students, Japanese language learning, Queer-affirming pedagogies, trans-affirming pedagogies.