Toward Trans Applied Linguistics
Presenter Title/Affiliation
University of Arizona
Start Date
21-5-2021 10:00 AM
Event Name
Panel discussion
Panel Number
3
Panel Chair Name
Sean Nonnenmacher
Zoom URL to Join
https://ciis.zoom.us/j/99646871834
Zoom Meeting ID
Meeting ID: 996 4687 1834
Abstract
Abstract: Language teaching and learning represents a site for identity (re)construction, mediated through the process of language acquisition and use (Atkinson, 2011; Norton, 2013). As students develop linguistic abilities, they also develop a multilingual sense of self. In keeping with this view, the field has begun to advance pedagogies that engage with students as whole persons, encouraging students to reflect on their own evolving identities and potentially encouraging more ethical teaching (Moore, 2016; Presenter, 2017). To scaffold educators, a limited, though growing, body of literature that particularly considers sexual diversity and its role in language curricula, textbooks, research, and pedagogy has emerged (Paiz, 2019; Cahnmann-Taylor & Coda, 2017; Coda, 2019; Nelson, 2009). In, through, and alongside this work, queer applied linguistics (ALx) has begun to be a veritable subfield. However, narratives about LGBTQ+ lives and concerns have not historically attended equally to all segments of the acronym. Specifically, ALx has tended to be dominated by considerations of sexuality, often excising, effacing, or treating trans people as a monolith—perpetuating trans, non-binary, gender-non conforming invisibility (Presenter, 2020; Paiz, 2020). Scholars in education have begun to address what trans-affirming pedagogies could look like (Agid & Rand, 2011; Spade, 2011; Nicolazzo, Marine, & Galarte, 2015), however, such research has extended to applied linguistics in scant ways (Presenter, 2020; Presenter & Co-author, 2021). This paper begins with a review of the field of ALx vis-à-vis questions of gender diversity. Establishing the current state of the field, the paper then moves to consider how trans positionalities can be made a visible component of language education and the importance of trans knowledges for applied linguistics, language teachers, and learners. Particular attention is paid to the limits of visibility and the liberatory potential of invisibilities (see also Nicolazzo, 2019). Ultimately, the presenter outlines what trans applied linguistics could look like, in relationship with ALx, and how this field can contribute to creating more critical and equitable pedagogies.
Presenter Contact
knisely@email.arizona.edu
Toward Trans Applied Linguistics
Abstract: Language teaching and learning represents a site for identity (re)construction, mediated through the process of language acquisition and use (Atkinson, 2011; Norton, 2013). As students develop linguistic abilities, they also develop a multilingual sense of self. In keeping with this view, the field has begun to advance pedagogies that engage with students as whole persons, encouraging students to reflect on their own evolving identities and potentially encouraging more ethical teaching (Moore, 2016; Presenter, 2017). To scaffold educators, a limited, though growing, body of literature that particularly considers sexual diversity and its role in language curricula, textbooks, research, and pedagogy has emerged (Paiz, 2019; Cahnmann-Taylor & Coda, 2017; Coda, 2019; Nelson, 2009). In, through, and alongside this work, queer applied linguistics (ALx) has begun to be a veritable subfield. However, narratives about LGBTQ+ lives and concerns have not historically attended equally to all segments of the acronym. Specifically, ALx has tended to be dominated by considerations of sexuality, often excising, effacing, or treating trans people as a monolith—perpetuating trans, non-binary, gender-non conforming invisibility (Presenter, 2020; Paiz, 2020). Scholars in education have begun to address what trans-affirming pedagogies could look like (Agid & Rand, 2011; Spade, 2011; Nicolazzo, Marine, & Galarte, 2015), however, such research has extended to applied linguistics in scant ways (Presenter, 2020; Presenter & Co-author, 2021). This paper begins with a review of the field of ALx vis-à-vis questions of gender diversity. Establishing the current state of the field, the paper then moves to consider how trans positionalities can be made a visible component of language education and the importance of trans knowledges for applied linguistics, language teachers, and learners. Particular attention is paid to the limits of visibility and the liberatory potential of invisibilities (see also Nicolazzo, 2019). Ultimately, the presenter outlines what trans applied linguistics could look like, in relationship with ALx, and how this field can contribute to creating more critical and equitable pedagogies.
https://digitalcommons.ciis.edu/lavlang/2021/friday/13
