Current situation and challenges in efl teacher education in the European Union with respect to gender and sexual-affective diversity

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 m...

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Authors: Muñoz Martín, Lucía, Barros del Río, María Amor, Sigona, Concetta Maria
Format: article
Status:Published version
Publication Date:2024
Country:España
Institution:Universidad de Burgos (UBU)
Repository:Repositorio Institucional de la Universidad de Burgos (RIUBU)
OAI Identifier:oai:riubu.ubu.es:10259/10160
Online Access:http://hdl.handle.net/10259/10160
Access Level:Open access
Keyword:Gender
LGTBQ+
ILTE
Equality education
Igualdad
Educación inclusiva
Lengua inglesa
Equality
Inclusive education
English language
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network_acronym_str ES
network_name_str España
repository_id_str
spelling Current situation and challenges in efl teacher education in the European Union with respect to gender and sexual-affective diversityMuñoz Martín, LucíaBarros del Río, María AmorSigona, Concetta MariaGenderLGTBQ+ILTEEquality educationIgualdadEducación inclusivaLengua inglesaEqualityInclusive educationEnglish languageGender 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.Open Access Publishing Group202520252024info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://hdl.handle.net/10259/10160reponame:Repositorio Institucional de la Universidad de Burgos (RIUBU)instname:Universidad de Burgos (UBU)InglésEuropean Journal of English Language Teaching. 2024, V. 9, n. 4, p. 132-139http://dx.doi.org/10.46827/ejel.v9i4.5625Atribución 4.0 Internacionalhttp://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:riubu.ubu.es:10259/101602026-05-28T07:56:11Z
dc.title.none.fl_str_mv Current situation and challenges in efl teacher education in the European Union with respect to gender and sexual-affective diversity
title Current situation and challenges in efl teacher education in the European Union with respect to gender and sexual-affective diversity
spellingShingle Current situation and challenges in efl teacher education in the European Union with respect to gender and sexual-affective diversity
Muñoz Martín, Lucía
Gender
LGTBQ+
ILTE
Equality education
Igualdad
Educación inclusiva
Lengua inglesa
Equality
Inclusive education
English language
title_short Current situation and challenges in efl teacher education in the European Union with respect to gender and sexual-affective diversity
title_full Current situation and challenges in efl teacher education in the European Union with respect to gender and sexual-affective diversity
title_fullStr Current situation and challenges in efl teacher education in the European Union with respect to gender and sexual-affective diversity
title_full_unstemmed Current situation and challenges in efl teacher education in the European Union with respect to gender and sexual-affective diversity
title_sort Current situation and challenges in efl teacher education in the European Union with respect to gender and sexual-affective diversity
dc.creator.none.fl_str_mv Muñoz Martín, Lucía
Barros del Río, María Amor
Sigona, Concetta Maria
author Muñoz Martín, Lucía
author_facet Muñoz Martín, Lucía
Barros del Río, María Amor
Sigona, Concetta Maria
author_role author
author2 Barros del Río, María Amor
Sigona, Concetta Maria
author2_role author
author
dc.subject.none.fl_str_mv Gender
LGTBQ+
ILTE
Equality education
Igualdad
Educación inclusiva
Lengua inglesa
Equality
Inclusive education
English language
topic Gender
LGTBQ+
ILTE
Equality education
Igualdad
Educación inclusiva
Lengua inglesa
Equality
Inclusive education
English language
description 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.
publishDate 2024
dc.date.none.fl_str_mv 2024
2025
2025
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10259/10160
url http://hdl.handle.net/10259/10160
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv European Journal of English Language Teaching. 2024, V. 9, n. 4, p. 132-139
http://dx.doi.org/10.46827/ejel.v9i4.5625
dc.rights.none.fl_str_mv Atribución 4.0 Internacional
http://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Atribución 4.0 Internacional
http://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Open Access Publishing Group
publisher.none.fl_str_mv Open Access Publishing Group
dc.source.none.fl_str_mv reponame:Repositorio Institucional de la Universidad de Burgos (RIUBU)
instname:Universidad de Burgos (UBU)
instname_str Universidad de Burgos (UBU)
reponame_str Repositorio Institucional de la Universidad de Burgos (RIUBU)
collection Repositorio Institucional de la Universidad de Burgos (RIUBU)
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,198674

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