Łukasz Pakuła is affiliated with the Faculty of English at Adam Mickiewicz University, Poland. His research interests include language, gender, and sexuality, identities in educational settings, critical (meta)lexicography and identity construction in reference works (e.g. dictionaries), as well as Corpus Linguistics working in tandem with Critical Discourse Analysis. Recently, his research focus has been on exploring neo-right discourses concerning the so-called “ideology of gender” and “the LGBT ideology”.

• 1. Introduction: Language and Sexuality Studies Are Crucial for Inclusive Education.- Part I. Heteronormativity in Learning Materials.- 2. Foreign Language Textbooks and Degrees of Heteronormativity: Representation and Consumption.- 3. Foreign Language Learning and Sexuality-Related Inclusion: A Multimodal Analysis of Representational Practices in the German Textbook Series Navi Englisch.- 4. Heteronormativity and Dictionaries: A Look Back.- Part II. Welcoming Marginalised Voices in the Classroom.- 5. Silences in Spanish Early Childhood Education and Strategies for Inclusion of Marginalized Voices.- 6. Queer Voices in the ESOL Classroom.- Part III. Beyond the Binary.- 7. Transgender Identities in Writing Classes.- 8. The Language of Invisibilization: EFL Students’ Inquiry into Male-Directed Sexual Violence.- Part IV. Exploring Intervention: Theory vis-a-vis Practice.- 9. Queering Timespace in Educational LiteracyPractices in Socially Fascist Brazil: An Interventionist-Performative Approach.- 10. Polish LGBT Teachers Talking Sexuality: Glocalized Discourses.- 11. Queering TESOL in International Learning Contexts.- Part V. Beyond Academia: Recommendations for Practitioners.- 12. Changing Perspectives on LGBT Representation in ELT Textbooks.- 13. Reflections on the Co-development of ESOL Teaching Material Exploring LGBT Lives.- 14. Introducing LGBTQ+ Issues: Dynamic Classroom Negotiations for ELT Practitioners.

Łukasz Pakuła is affiliated with the Faculty of English at Adam Mickiewicz University, Poland. His research interests include language, gender, and sexuality, identities in educational settings, critical (meta)lexicography and identity construction in reference works (e.g. dictionaries), as well as Corpus Linguistics working in tandem with Critical Discourse Analysis. Recently, his research focus has been on exploring neo-right discourses concerning the so-called “ideology of gender” and “the LGBT ideology”.

• 1. Introduction: Language and Sexuality Studies Are Crucial for Inclusive Education.- Part I. Heteronormativity in Learning Materials.- 2. Foreign Language Textbooks and Degrees of Heteronormativity: Representation and Consumption.- 3. Foreign Language Learning and Sexuality-Related Inclusion: A Multimodal Analysis of Representational Practices in the German Textbook Series Navi Englisch.- 4. Heteronormativity and Dictionaries: A Look Back.- Part II. Welcoming Marginalised Voices in the Classroom.- 5. Silences in Spanish Early Childhood Education and Strategies for Inclusion of Marginalized Voices.- 6. Queer Voices in the ESOL Classroom.- Part III. Beyond the Binary.- 7. Transgender Identities in Writing Classes.- 8. The Language of Invisibilization: EFL Students’ Inquiry into Male-Directed Sexual Violence.- Part IV. Exploring Intervention: Theory vis-a-vis Practice.- 9. Queering Timespace in Educational LiteracyPractices in Socially Fascist Brazil: An Interventionist-Performative Approach.- 10. Polish LGBT Teachers Talking Sexuality: Glocalized Discourses.- 11. Queering TESOL in International Learning Contexts.- Part V. Beyond Academia: Recommendations for Practitioners.- 12. Changing Perspectives on LGBT Representation in ELT Textbooks.- 13. Reflections on the Co-development of ESOL Teaching Material Exploring LGBT Lives.- 14. Introducing LGBTQ+ Issues: Dynamic Classroom Negotiations for ELT Practitioners.

Łukasz Pakuła is affiliated with the Faculty of English at Adam Mickiewicz University, Poland. His research interests include language, gender, and sexuality, identities in educational settings, critical (meta)lexicography and identity construction in reference works (e.g. dictionaries), as well as Corpus Linguistics working in tandem with Critical Discourse Analysis. Recently, his research focus has been on exploring neo-right discourses concerning the so-called “ideology of gender” and “the LGBT ideology”.

• 1. Introduction: Language and Sexuality Studies Are Crucial for Inclusive Education.- Part I. Heteronormativity in Learning Materials.- 2. Foreign Language Textbooks and Degrees of Heteronormativity: Representation and Consumption.- 3. Foreign Language Learning and Sexuality-Related Inclusion: A Multimodal Analysis of Representational Practices in the German Textbook Series Navi Englisch.- 4. Heteronormativity and Dictionaries: A Look Back.- Part II. Welcoming Marginalised Voices in the Classroom.- 5. Silences in Spanish Early Childhood Education and Strategies for Inclusion of Marginalized Voices.- 6. Queer Voices in the ESOL Classroom.- Part III. Beyond the Binary.- 7. Transgender Identities in Writing Classes.- 8. The Language of Invisibilization: EFL Students’ Inquiry into Male-Directed Sexual Violence.- Part IV. Exploring Intervention: Theory vis-a-vis Practice.- 9. Queering Timespace in Educational LiteracyPractices in Socially Fascist Brazil: An Interventionist-Performative Approach.- 10. Polish LGBT Teachers Talking Sexuality: Glocalized Discourses.- 11. Queering TESOL in International Learning Contexts.- Part V. Beyond Academia: Recommendations for Practitioners.- 12. Changing Perspectives on LGBT Representation in ELT Textbooks.- 13. Reflections on the Co-development of ESOL Teaching Material Exploring LGBT Lives.- 14. Introducing LGBTQ+ Issues: Dynamic Classroom Negotiations for ELT Practitioners.