Debunking stereotypes: gender and sexual diversity in the EFL classroom

Abstract

[eng] Historically, heteronormativity has negatively affected adolescents. In fact, heteronormative discourses only conceive the presence of purely heterosexual lives and relationships. Therefore, the dissemination of heteronormative statements serve as a means to constrain gender and sexuality. In fact, stereotypes about gender and sexuality —which are spread throughout languages— are monolithic and generalised assumptions which offer a restricted way of living and exclude those people who do not conform to the heteronormative premises. Hence, languages and, therefore, stereotypes — which are present in the learning environment— will directly affect adolescents’ learning process and personal identities. Taking into account that stereotypes disseminate misassumptions about minoritised groups, it is paramount that they are directly addressed. Indeed, the identification and exposure of —both overt and indirect—stereotypes is necessary to hamper gender and sexual discrimination in the EFL classroom. In this way, the didactic proposal will encourage students to, first, learn the English language. The main learning methods used in the didactic proposal to teach English are project-based learning (PBL), task-based learning (TBL) and cooperative learning. To continue, one of the principal objectives of this paper is to encourage meaningful learning where students are motivated and protagonists of their own learning process. Moreover, the promotion of human rights is also an essential part. In fact, it is paramount that students feel included and respected in the classroom environment. In this way, the creation of citizens who embody diversity —specifically in reference to gender and sexuality— will foster the acquisition of moral values and human rights.