Integrating gender sensitivity into English Language teacher education: Building inclusive and equitable classrooms

Abstract

Gender sensitivity is an aspect of inclusive education, and as such, it receives far less attention than it deserves in most English Language Teaching (ELT) teacher preparation programs. The article discusses how gender sensitivity can be effectively taught to promote equitable practices and challenge harmful stereotypes around gender that many students encounter in language classrooms. It provides an overview of some of the more unaddressed aspects of gender bias in ELT, including material analysis, classroom interaction reflection and inclusive lesson design. The discussion will focus on the impact that some educators' deep beliefs and biases may have on upper-stated gaps: belief, participation and feedback. Thus, it is important to spread knowledge and provide teachers with tactics to establish a fair, collaborative and gender-sensitive atmosphere.