Review of Queering the English language classroom: A practical guide for teachers by Joshua M. Paiz

Vander Viana

doi:10.1002/tesj.621

Review of Queering the English language classroom: A practical guide for teachers by Joshua M. Paiz

Vander Viana

Research output: Contribution to journal › Book/Film/Article review › peer-review

Original language	English
Article number	e621
Journal	TESOL Journal
Volume	13
Issue number	1
Early online date	19 Feb 2022
DOIs	https://doi.org/10.1002/tesj.621
Publication status	Published - Mar 2022

Keywords

English language teaching
Inclusion
Gender
Inclusive education
English as a foreign language
Queer

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.1002/tesj.621

Gender-ing ELT: International perspectives, practices, policies
Viana, V. & Robinson-Pant, A.
The British Council
1/04/21 → 30/06/23
Project: Research

Cite this

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title = "Review of Queering the English language classroom: A practical guide for teachers by Joshua M. Paiz",

keywords = "English language teaching, Inclusion, Gender, Inclusive education, English as a foreign language, Queer",

author = "Vander Viana",

year = "2022",

month = mar,

doi = "10.1002/tesj.621",

language = "English",

volume = "13",

journal = "TESOL Journal",

issn = "1949-3533",

publisher = "Wiley",

number = "1",

}

TY - JOUR

T1 - Review of Queering the English language classroom: A practical guide for teachers by Joshua M. Paiz

AU - Viana, Vander

PY - 2022/3

Y1 - 2022/3

KW - English language teaching

KW - Inclusion

KW - Gender

KW - Inclusive education

KW - English as a foreign language

KW - Queer

U2 - 10.1002/tesj.621

DO - 10.1002/tesj.621

M3 - Book/Film/Article review

SN - 1949-3533

VL - 13

JO - TESOL Journal

JF - TESOL Journal

IS - 1

M1 - e621

ER -

Review of Queering the English language classroom: A practical guide for teachers by Joshua M. Paiz

Keywords

UN SDGs

Access to Document

Projects

Gender-ing ELT: International perspectives, practices, policies

Cite this