Voices of Experience: Queer Language Teachers’ Advice for New Second Language Educators

This study presents the narratives of 12 queer-identifying second language (SL) teacher experiences in Canada as they offer advice to their queer pre-service and early-career peers about the realities and complexities of teaching SL. Using narrative inquiry with three rounds of semi-structured interviews, the data reveal several themes about the experiences of queer SL teachers in their initial teacher education (ITE) program: SL teachers lack support, resources, and mentorship in ITE and in beginning practice around navigating the intersections of their identities, SL pedagogy, community, and policy. Implications for SL ITE programs to enhance inclusivity for queer pre-service teachers are offered, particularly in relation to increasing inclusive language teaching strategies, disrupting anti-queer hate in schools, and the need for mentorship opportunities for queer SL teachers.