Increasing LGBTQ+ representation in my language classroom

Last year, I decided to take a hard look at my curriculum and increase LGBTQ+ representation. There was LGBTQ+ erasure going on at my school and I decided my classroom would be a safe space for my LGBTQ+ students to feel seen in a school that did not see them, and also for my straight and cis students to engage or just listen in. Obviously, you don’t just declare a classroom “safe”, your curriculum must reflect your intent.

CREATING Story characters

In level 1, when my students and I co-created characters, I got into the habit of asking “What kind of family does s/he have?” How many fathers?” “How many mothers?”, and this is how Pixar the lamp was created. He is an adorable little lamp with two fathers.

TALKING ABOUT FAMILIES

In level 2, we talk about francophone families: I used a beautiful info-graphic from Quebec with all kinds of families represented to compare and contrast Quebec families with US families.

CELEBRATING A VARIETY OF IDENTITIES

With all my levels, we talked about Bilal Hassani, a young queer singer, who represented France at the Eurovision music contest last year. We read about the homophobia directed toward him and how he chose to embrace his identity. My students absolutely adored his song “Roi” and we followed his journey through the contest. Here is the Lesson Plan.

PROVIDING LGBTQ+ READING CHOICES

Last year, I did not have any LGBTQ language readers in my library but thanks to three wonderful independant authors*, I will now be able to also provide more choice during Sustained Silent Reading time:

La Lettre, by Terri Marrama

Julio, by Adrian Ramirez

Les Trois Amis, by Jennifer Degenhardt

* Disclaimer: if you choose to purchase any of these books through the links I provided, Amazon gives me a 4.5% commission. This commission is not taken from you nor from the authors’ royalties. These books are also available in Spanish.

There are so many more ways to increase LGBTQ+ representation; my work is far from being done. My next area of focus in the classroom will be the use of pronouns.

If you have resources you use in your classrooms, please do share in the comments, as I want to keep growing in this area and keep adding to my curriculum. Thanks in advance!

7 comments

  1. Hi Cecile!
    Thank you for sharing this post!
    What age group are you teaching?
    And are you doing any Story Listening on this topic? If so, what stories have you used?
    I think about this topic sometimes when I’m telling a story, especially an old fairy tale, and there is always a mother and a father (if both parents are still alive!). Or when I draw a “girl” and put a dress on her and give her long hair, so they understand what I mean.
    We actually had a student in 3rd grade transition (not physically, of course) this year, and I want to be sensitive to her. If you have any further suggestions, I’m all ears!
    Merci! & Danke!

    • Kate, Megan and I have been doing a lot of thinking on Story Listening lately. When you tell fairy tales, legends, and old folk tales, they tend to be very hetero-normative. I am compiling a list of #LGBTQ+ and gender neutral stories for Story Listening. I am not done yet but I will share when I am finished. This is why I did not put it in yet. I already have a small list of stories for Elem, which I would be happy to share with you.

  2. I purposely will use the gender neutral names and adjectives in Spanish. I am curious if these exist in French and what they are. I know that in Spanish there are a couple of options. I have used -x because that is what I mostly see in the media.

    • Thanks Maris! I wish it was as easy as adding an -x or -@ in French. I have been reading about neutral language in French, and while I have been using it as much as possible when I write “loaded” terms (E.g. un.e ami.e), it is difficult orally. So, I resort to saying “un ou une ami.e”.

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