It Is Not Weird Pedagogy, It Is Queer! Unpacking Assumptions, Beliefs, and Attitudes Toward LGBTQ+ in an English Language Classroom in Chile

Historically, the field of English language teaching (ELT) around the world has been mainly preoccupied with the forms and functions of formal properties of language and how these are taught to and learned by English language learners. Despite the emergence and adoption of a variety of teaching approaches, and the strong impetus for an enlightened approach/ method (Brown, 2007), most English language classrooms, especially in periphery contexts, or countries in the Global South (Block & Cameron, 2002), continue to focus so heavily on the development of language skills that they often relegate the needs, individualities, and positionalities of language learners to a secondary role.