LGBTQ+ Inclusive Education in Upper Secondary EFL: A Study of Teacher Attitudes and Classroom Practices. A Qualitative Study

Abstract

This study explores the attitudes, preparedness, and integration of LGBTQ+ topics into the English as a foreign language (EFL) curriculum among educators. The significance of this investigation lies in the growing recognition of the importance of LGBTQ+ inclusion in educational settings for promoting understanding respect, and equality. Despite increasing awareness, a gap still exists in understanding how EFL teachers perceive and address LGBTQ+ topics in their classrooms. The research questions guiding this study are centered on understanding EFL teachers’ attitudes towards LGBTQ+ topics, their preparedness to address these topics, and their approaches to integrating LGBTQ+ themes into the curriculum. Through qualitative interviews with EFL educators, insights were gathered to illuminate their perspectives, challenges, and strategies regarding LGBTQ+ inclusion in language education. Findings reveal a spectrum of attitudes among EFL teachers, ranging from reservations to proactive integration of LGBTQ+ topics into the curriculum. While some educators express concerns about the lack of formal training and institutional support, others demonstrate readiness and confidence in addressing LGBTQ+ themes. Key implications include the importance of growing professional development, curriculum reform, and proactive teaching methods to promote LGBTQ+ inclusivity in the EFL classroom. Overall, this study underscores the significance of fostering inclusive learning environments that celebrate diversity and uphold social justice principles in language education.