Bibliographic record
Abstract
What catalysed the emergence of queer studies in English Language Teaching (ELT)? What setbacks and successes marked those early years? What key insights from this history might be of use today? This chapter traces the genesis of the teacher-led movement for queer visibility within the international organisation Teachers of English to Speakers of Other Languages (TESOL), starting at the 1992 convention in Vancouver, Canada, with the first queer presentation in TESOL’s then 26-year history, which was inspired by an informal gathering of LGBTQ teachers the previous year in New York City. I tell the untold story of how teachers liaised across geographic regions to start and grow a queer movement in the global field of ELT through the 1990s—all while contending with logistical hurdles (in a pre-Internet era) and overt opposition (including death threats). I focus on key aims, challenges, and turning points of the early years of this movement, narrating my own recollections of significant events (as one of the teachers who spearheaded the movement) and drawing from relevant professional documents: convention materials, Task Force business, and TESOL publications. I then distil some strategies that proved useful in queering ELT back then and that might be relevant in the very different yet perhaps not altogether different contexts of ELT today.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".