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Chapter 1: Introduction to Intersectionality in Language Education & Sexuality (Joshua M. Paiz & James E. Coda).- Chapter 2: Immigrant x Sexuality Intersections (Liang Tsao).- Chapter 3: Refugee x Sexuality Intersections (Christy Rhodes).- Chapter 4: Race x Sexuality Intersection (search in progress).- Chapter 5: Gender x Sexuality Intersections (Kris A. Knisely).- Chapter 6: Religion x Sexuality Intersections (Özge Güney).- Chapter 7: Class x Sexuality Intersections (Stephanie Vandrick).- Chapter 8: Place x Sexuality Intersections (James E. Coda).- Chapter 9: Able-ness x Sexuality Intersections (Joshua M. Paiz).- Chapter 10: A Dialogue on Sexual Intersections & Future Directions for Language Education (James E. Coda & Joshua M. Paiz).

<p><b>Joshua M. Paiz </b>is a teaching assistant professor in EAP at George Washington University, USA. His current research focuses on LGBTQ+-inclusive pedagogies and teacher education and neurodiverse access and inclusion in ELT. His previous works include <i>Queering the English Language Classroom: A Practical Guide for Teachers </i>(2020).</p>

<p><b>James E. Coda</b> is an instructor in the Intensive English Program in the Division of Academic Enhancement at the University of Georgia, USA. His professional experience spans higher education as well as K-12, and his research centers on LGBTQ+ issues and queer theories/pedagogies in language teaching and learning.</p><br>

<p>This edited book examines how sexuality and sexual identity intersect and interact with other identities and subjectivities – including but not limited to race, religion, gender, social class, ableness, and immigrant or refugee status – to form reinforcing webs of privilege and oppression that can have significant implications for language teaching and learning processes. The authors explore how these intersections may influence the teaching of different languages and how pedagogies can be devised to increase equitable access to language learning spaces. They seek to open the conversation on intersectional issues as they relate to sexuality and language teaching and learning, and provide a conversational space where readers can engage with the notion of intersectionality. This book will be of interest to students and scholars of applied linguistics and language education, gender and LGBTQ+ studies, and sociolinguistics, outlining possible future directions for intersectional research.</p><p><b>Joshua M. Paiz </b>is a teaching assistant professor in EAP at George Washington University, USA. His current research focuses on LGBTQ+-inclusive pedagogies and teacher education and neurodiverse access and inclusion in ELT. His previous works include <i>Queering the English Language Classroom: A Practical Guide for Teachers </i>(2020).<b> </b></p>

<p><b>James Coda</b> is an instructor in the Intensive English Program in the Division of Academic Enhancement at the University of Georgia, USA. His professional experience spans higher education as well as K-12, and his research centers on LGBTQ+ issues and queer theories/pedagogies in language teaching and learning.</p>

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Examines how sexuality, migrant, refugee, and religious identities intersect Makes these intersections a primary focus of analysis and discussion Explores how issues of identity and intersectionality may become salient in the language classroom