Post-structuralist theories of language and gender have become increasingly attractive to language learning researchers. However, masculinity, as part of a socially and culturally constructed system, in relation to English language learning has rarely been investigated. The current study examines how male English language learners negotiate their…

This classroom discourse study examines how curriculum becomes a resource for identity performance in one ESL classroom. Conceptualizing identity as performance, I adopt a small stories approach to analyze how one routinized vocabulary instructional activity was appropriated by classroom participants to perform identities and construct the…

In research on gender and teaching in higher education, the experiences of male teachers "as men", and of whiteness in a "non"-majority-white context have received little attention. As one step towards addressing this gap in the literature, this paper analyses interview accounts of white Western men working as English language…

This article reports on a study of Western male English language teachers and considers the ways in which their identities were shaped in relation to discourses of masculinity and heterosexuality. The article first argues that masculinity and heterosexuality have remained unmarked categories in research on TESOL teacher identities. It then draws…

Carr (2002), in her investigation of boys' alienation from languages and language learning, addressed the question of an "appropriate curriculum" for boys and boys' understanding of masculinity. Boys reported in that research that they preferred physical activities so found the written text orientation of language learning to be "hard" and…