This paper builds on studies of gender and language in educational contexts, particularly those considering queer perspectives (Sauntson, 2021). While there is considerable research on gender inequality and heteronormativity in educational materials (Sunderland, 2015; Sancho Höhne & Heerdegen, 2018), fewer studies have focused on the views of students on these materials in EFL classes (Mustapha, 2013). To address this gap, the present study focuses on the ways in which secondary students perceive and discuss gender diversity in educational materials used in their EFL class in Switzerland. Using focus groups, we asked students to discuss representations of women, men and non-binary characters in relation to themselves and their communities of practice. We drew examples from students´ textbook Ready for B2 first (2021) for them to comment on.
In our contribution, we discuss the ways in which students articulate conservative, binary perspectives versus queer views on gender diversity, and how such views are constructed. We also make links with similar studies in other geopolitical contexts (Pakula, Pawelczyk & Sunderland, 2015). Finally, we aim to make suggestions on how students, teachers and educational materials may honor gender diversity and contribute to creating more inclusive EFL classrooms (Merse, 2021).
References
- Merse, T. (2021). Task typologies for engaging with cultural diversity: The queer case of LGBTIQ* issues in English language teaching. In L. Banegas, G. Beacon & M. Berbain (Eds.), International Perspectives on Diversity in ELT (pp. 91-109). New York: Palgrave Macmillan.
- Mustapha, A. (2013). Gender and language education research: A review. Journal of Language Teaching and Research, 4(3), 454-463.
- Pakula, L., Pawelczyk, J., Sunderland, J. (2015). Gender and sexuality in English language education: Focus on Poland. London: British Council.
- Sancho Höhne, M., Heerdegen, D. (2018). On normativity and absence: Representation of LGBTI* in textbook research. In Fuchs, E. & Bock, A. (Eds.) The Palgrave Handbook of Textbook Studies (pp. 239-250). Palgrave Macmillan: New York.
- Sauntson, H. (2021). Applying queer theory to language, gender and sexuality research in schools. In Angouri, J. (Ed.) The Routledge Handbook of Language, Gender and Sexuality (pp.339-353). London: Routledge.
- Sunderland, J. (2015). Gender (representation) in foreign language textbooks: Avoiding pitfalls and moving on. In S. Mills & A. Mustapha (Eds.) Gender Representation in Learning Materials. International Perspectives(pp. 19-34). New York/London: Routledge.
