CURRENT SITUATION AND CHALLENGES IN EFL TEACHER EDUCATION IN THE EUROPEAN UNION WITH RESPECT TO GENDER AND SEXUAL-AFFECTIVE DIVERSITY

Lucía Muñoz-Martín, María Amor Barros-del Río, Concetta Maria Sigona

Abstract


Gender identity and sexual diversity remain significant sources of discrimination in the 21st century, exacerbated by pervasive androcentrism, cisnormativity, and heteronormativity. In the context of the European Union (EU), education is critical for fostering social cohesion among an increasingly multicultural population due to migration and mobility. Initial Language Teacher Education (ILTE) plays a pivotal role in preparing future educators to instill values of diversity, inclusion, and interculturality. Despite the EU's efforts to unify educational frameworks through programs like Erasmus+ and initiatives such as the European Language Portfolio, discrepancies persist across member states regarding language teacher training curricula. These variations hinder the broader aim of creating an inclusive, cohesive educational system grounded in human rights and equality, particularly concerning gender and sexual diversity. This paper explores the challenges and proposes the need for a unified ILTE training that integrates the principles of inclusivity, social diversity, and respect for all identities.

 

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Keywords


gender, LGTBQ+, ILTE, equality education

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References


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DOI: http://dx.doi.org/10.46827/ejel.v9i4.5625

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