Language teaching and learning represents a site for identity (re)construction, mediated through the process oflanguage acquisition and use (Norton, 2013). As students develop linguistic abilities, they also develop a multilingual sense of self. In keeping with this view, the field has begun to advance pedagogies that engage with students as whole persons, encouraging them to reflect on their own evolving identities (Moore, 2016). To scaffold educators, a limited, though growing, body of literature that particularly considers sexual diversity and its role in language curricula, textbooks, research, and pedagogy has emerged (Cahnmann-Taylor & Coda, 2017; Coda, 2019; Nelson, 2009; Paiz, 2019b).