Dear Colleagues,

Language teaching and learning have always been important in molding society and developing cross-cultural understanding. As our world grows more varied, it is critical to investigate the intersections of gender and sexuality in language teaching. This special issue intends to shed light on the various dimensions of gender and sexuality in language teaching and learning, examining theoretical frameworks and practical implications for language teachers, learners, and policymakers.

Despite improvements in gender and sexuality discourse, language teaching and learning contexts frequently reinforce gender and sexuality conventions, stereotypes, and prejudices. The purpose of this special issue is to question and modify existing paradigms by investigating the impact of language on gender and sexuality and the impact of gender and sexuality on language learning processes. This special issue seeks to improve inclusive and empowering language teaching methods by offering a forum for critical discourse and new approaches. It also seeks to promote critical thinking, disseminate cutting-edge research, and give practical insights to language teachers and academics worldwide. We hope to promote more inclusive, affirming, and powerful language education approaches that reflect and celebrate the variety of learners by investigating gender and sexuality in language teaching and learning.

We welcome papers on various subjects related to gender and sexuality in language teaching and learning, examining how overlapping social identities (e.g., race, ethnicity, class, ability) connect with gender and sexuality in language teaching and learning processes, language teacher education, and language teacher identity and professional development.

Mark Bedoya Ulla

Gender and sexuality; Language teaching; Language learning; Language teacher and education; Language teacher identity; Gender-inclusive pedagogy.