ABSTRACT. The inclusion of gender in language teacher education and the EFL classroom has been a matter of concern for decades, with a marked interest in sexuality and queer pedagogies in more recent times. This demonstrates an interest in the relationship between language, sexuality and education, and more specifically, in enlarging the gender spectrum within language teacher education. This proposal combines a participatory design model for classroom intervention with a practical and interactive digital tool so that both educators and student teachers can address the inclusion of gender spectrum in their teaching practice.

Keywords: gender spectrum; language teacher education; EFL; classroom intervention; teaching practice; sexuality and queer pedagogies

How to cite: Barros-del Río, M. A. (2023). “Fostering the Gender Spectrum Inclusion in English Language Teacher Education,” Journal of Research in Gender Studies 13(1): 75–80. doi: 10.22381/JRGS13120235.

Received 24 August 2022 • Received in revised form 26 August 2023
Accepted 29 August 2023 • Available online 30 September 2023