Abstract:

Explicit and implicit heteronormativity in English education alienates LGBTQ+ students and impedes their learning. The paper endeavored to synthesize current research on implementing innovative queer pedagogies, or "queering," that challenge and disrupt the heteronormativity engrained in teaching English to multilingual learners. In particular, the synthesis sought to understand how queering in teaching English to multilingual learners challenges heteronormativity and leverages social justice. The thematic analysis identified several factors facilitating innovative queering multilingual pedagogy. First, teachers benefit from proper training to implement queer pedagogy effectively. Second, one of the most significant challenges teachers face is confronting the pervasive heteronormativity of school culture and multilingual curricula. Third, queer instructional approaches depend on the educational settings and the profile of multilingual students. Fourth, involving stakeholders in creating inclusive learning is crucial to achieving an inclusive and equitable classroom. Finally, if queering is to succeed, it must address marginalization within the LGBTQ+ community itself.

Keywords:

Multilingual learners, queering, queer studies, English education, queer pedagogies, innovation, educating for social justice.