The Role of Hidden Identities in the Postsecondary ESL Classroom

* The ESL classroom is composed of a mixture of people with various backgrounds and identities. This mixture of identities is a given and a large part of the identity of the ESL class itself. But besides the obvious identities-ethnic and language backgrounds, gender, teacher versus student-many identities can be or are hidden, invisible. For example, lesbian and gay students or teachers may be invisible because it is assumed that everyone is heterosexual. People of certain ethnic or religious minorities, such as Jewish or Native American students or teachers, may remain invisible as such. Other possibly hidden identities include having disabilities such as dyslexia or clinical depression; suffering from illnesses such as AIDS, diabetes, cancer, or anorexia/bulimia; coming from various class backgrounds; and living with or surviving incest, rape, or domestic violence. How might these identities and their hidden aspect affect the ESL classroom and its participants? What might ESL administrators and faculty members do in response to the identities and their ramifications in the classroom?