In the field of second language acquisition (SLA), there has often been a dearth of attention to issues of gender and sexual diversity. As such, this study investigated the experiences of 10 lesbian, gay, bisexual, and queer (LGBQ) Spanish teachers in the Southeastern United States and the intersections of their professional and sexual identities in classrooms and schools. The primary method of data collection for this study relied upon interviews, and a queer theoretical perspective was utilized in analysis of the data. Findings suggest that while heteronormativity can impose limitations on teachers’ identity performances in the classroom, the teachers in this study illuminated their own resistance to heteronormativity through the linguistic and cultural opportunities afforded in and through the Spanish language and cultures.
