A Qualitative Case Study in ESL Education: Navigating Sexual Identities and Queerness in Language Learning on the US-Mexico Border
Abstract
The purpose of this qualitative case study is to explore the language learning experiences of community college students who self-identify as LGBTQ+ and study English as a Second Language (ESL) on the U.S.-Mexico border. In order to understand the relationship between ESL language learning and the identities of community college LGBTQ+ students on the US Mexico border, data was collected using semi-structured life-history interviews of three participants. This examination was framed in the theory of social identity and the theory of performativity. Findings were analyzed using a discourse analysis approach that highlights the meaning making of student experiences and their identities as they emerged in social action.
Subject Area
Education|Sexuality|Language|LGBTQ studies
Recommended Citation
Sarah, Majd, "A Qualitative Case Study in ESL Education: Navigating Sexual Identities and Queerness in Language Learning on the US-Mexico Border" (2023). ETD Collection for University of Texas, El Paso. AAI30816609.
https://scholarworks.utep.edu/dissertations/AAI30816609