Joshua Paiz headshot

Joshua Paiz

Teaching Assistant Professor in EAP
Room 611
Address: Academic Center
801 22nd Street NW
Washinton, District Of Columbia
[email protected]


Dr. Joshua M. Paiz is a teaching assistant professor in the English for Academic Purposes Program at GW. He holds a doctorate in Teaching English as a Second Language, as well as certificates in the teaching of writing, program leadership, advanced teaching practice, and educational technology. His research interests include LGBTQ+ issues in applied linguistics, online writing tools to support L2 writers, and identity and professionalization in TESOL. Prior to GW, he taught in ESL and writing programs at New York University – Shanghai, Wuhan University, Purdue University, and the University of Toledo.

Dr. Paiz recently completed work on his first book, Queering the English Language Classroom – Practical Guide for Teachers, which will be available in Spring 2020 through Equinox Publishing UK. In February of 2019, he was awarded a summer fellowship at the National Humanities Center for his work on global Englishes and LGBTQ+ identities in Sri Lankan English literature. In June of 2019, two of his articles on LGBTQ+ inclusion in ELT were recognized as being in the top 20 most read articles of 2017-2018 in TESOL Journal. He currently serves as an associate editor of the Asian EFL Journal and as a member of the editorial advisory board for TESOL Journal.


Recent Publications

  • Paiz, J. M. (Forthcoming). Preparing teachers to create LGBTQ+-inclusive classrooms. In J.K. Sin & P. Vinogradova (Eds.). Contemporary Foundations for Teaching English as an Additional Language: Pedagogical Approaches and Classroom Applications. New York: Routledge.
  • Paiz, J. M. (Forthcoming/2020). Introducing LGBTQ+ issues: Dynamic negotiations for ELT practitioners. In Ł. Pakuła (Ed.). Linguistic Perspectives on Sexuality in Education: Representations, Constructions, and Negotiations. Palgrave Macmillan.  
  • Gherwash, G., & Paiz, J. M. (In Press). Building online writing labs: Recommendations for L2 writing content development. TESOL Journal.
  • Paiz, J. M. (2019). Queering practice: LGBTQ+ diversity and inclusion in English language teaching. Journal of Language, Identity, and Education, 18(4), 266-275.
  • Paiz, J. M. (2019). Queer ELT classroom practices: Suggestions for educators. WATESOL News, Winter, 5-7. PDF accessible here.
  • Paiz, J. M., Comeau, A., Zhu, J., Zhang, J., & Santiano, A. (2018). Queer bodies, queer lives in China English Contact Literature. Open Linguistics, 4, 147-163.
  • Paiz, J. M., & Zhu, J. (2018). Queering the classroom: A teacher’s action and a student’s response. TESOL Journal, 9(3), 565-568. Abstract accessible here. Abstract accessible here.
  • Paiz, J. M. (2018). Expanding the writing center: The case for online writing labs in the EFL context. TESL-EJ, 21(4). PDF accessible here.
  • Paiz, J. M. (2017). Queering ESL teaching: Issues of teacher training and materials creation. TESOL Journal, 9(2), 348-367. Abstract accessible here.
  • Paiz, J. M. (2017). Uses of and attitudes towards OWLs as L2 writing support tools. Asian EFL Journal, 19(1), 56-80. PDF accessible here.
  • Silva, T., Wang, J, Zhang, C., & Paiz, J. M. (Eds.). (2016). L2 Writing in the Global Context: Represented, Underrepresented, and Unrepresented Voices. Foreign Language Teaching and Research Press: Beijing.
  • Paiz, J. M. (2015). Over the monochrome rainbow: Heteronormativity in ESL reading texts and textbooks. Journal of Language and Sexuality, 4(1), 78-102. Abstract accessible here.