<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2448-878X</journal-id>
<journal-title><![CDATA[Revista latinoamericana de estudios educativos]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. latinoam. estud. educ.]]></abbrev-journal-title>
<issn>2448-878X</issn>
<publisher>
<publisher-name><![CDATA[Universidad Iberoamericana (México)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-878X2023000200135</article-id>
<article-id pub-id-type="doi">10.48102/rlee.2023.53.2.559</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[&#8220;Compairing [sic] a girl to a summers day is gay&#8221; - Que(e)rying EFL Learners&#8217; Engagement with Shakespeare&#8217;s Sonnet 18 and Contemporary YA Fiction]]></article-title>
<article-title xml:lang="es"><![CDATA[&#8220;Comparar a una joven con un día de verano es gay&#8221;: cuestionar en clave queer la interacción de los estudiantes de inglés como lengua extranjera con el Soneto 18 de Shakespeare y la ficción juvenil contemporánea]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Merse]]></surname>
<given-names><![CDATA[Thorsten]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[König]]></surname>
<given-names><![CDATA[Lotta]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universität Duisburg-Essen  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Germany</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Bielefeld University  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Germany</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2023</year>
</pub-date>
<volume>53</volume>
<numero>2</numero>
<fpage>135</fpage>
<lpage>173</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-878X2023000200135&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-878X2023000200135&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-878X2023000200135&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper presents qualitative research findings from a literature-focused classroom project in which EFL (English as a foreign language) learners engage queerly with Shakespeare&#8217;s famous Sonnet 18 &#8220;Shall I compare thee to a summer&#8217;s day&#8221; and Patrick Ness&#8217; young adult (YA) fiction narrative Different for Boys. This project was carried out at a German secondary school (Gymnasium) with a year 11 upper-level class of advanced English. The central rationale of this project - informed by a theoretical basis of literary studies, EFL pedagogy, and queer theory - was to retrace how far the learning processes of students concerning these two texts may validate, irritate or dissipate heteronormative literary readings and interpretations, which are framed here as &#8216;hetero-normalization&#8217;. The results show that a queer focus can draw all learners into critical and committed literary interpretations - with each learner displaying highly individual negotiations located between upfront queer visibility and continued &#8216;hetero-normalization&#8217;.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo presenta los resultados de una investigación cualitativa de un proyecto de aula centrado en la literatura en el que los estudiantes de EFL (inglés como lengua extranjera) interactúan de manera extraña con el famoso Soneto 18 de Shakespeare &#8220;Shall I compare thee to a summer&#8217;s day&#8221; y el adulto joven (YA) de Patrick Ness. Narrativa de ficción Diferente para chicos. Este proyecto se llevó a cabo en una escuela secundaria alemana (Gymnasium) con una clase de nivel superior de inglés avanzado de Year 11. El fundamento central de este proyecto, informado por una base teórica de los estudios literarios, la pedagogía EFL y la teoría queer, fue rastrear hasta qué punto los procesos de aprendizaje de los estudiantes en relación con estos dos textos pueden validar, irritar o disipar las lecturas e interpretaciones literarias heteronormativas, que se enmarcan aquí como heteronormalización. Los resultados muestran que un enfoque queer puede atraer a todos los estudiantes hacia interpretaciones literarias críticas y comprometidas, con cada estudiante mostrando negociaciones altamente individuales ubicadas entre la visibilidad queer inicial y la heteronormalización continua.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[hetero-normalization]]></kwd>
<kwd lng="en"><![CDATA[Shakespeare]]></kwd>
<kwd lng="en"><![CDATA[literature pedagogy]]></kwd>
<kwd lng="en"><![CDATA[English as a foreign language]]></kwd>
<kwd lng="en"><![CDATA[young adult fiction]]></kwd>
<kwd lng="es"><![CDATA[heteronormalización]]></kwd>
<kwd lng="es"><![CDATA[Shakespeare]]></kwd>
<kwd lng="es"><![CDATA[pedagogía de la literatura]]></kwd>
<kwd lng="es"><![CDATA[inglés como lengua extranjera]]></kwd>
<kwd lng="es"><![CDATA[ficción para adultos jóvenes]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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