Teaching beyond the norm
a narrative literature review about gender, language, and identity in colombian efl spaces
Palavras-chave:
Bilingual Education, English as a Foreign Language , Gender, IdentitiesResumo
This article presents a Narrative Literature Review examining how gender identities have been addressed in Colombian English as a Foreign Language (EFL) classrooms. Drawing on critical and queer theoretical perspectives, we analyze 19 academic articles selected from an initial corpus of 66 to explore intersections between gender, language, and bilingual education. The review identifies persistent heteronormative and binary discourses in EFL settings while highlighting the transformative potential of language education. We argue that teachers play a crucial role in reproducing or challenging gender norms and advocate for integrating gender awareness into pedagogical practice. This work contributes to ongoing discussions on Colombian and Latin American applied linguistics by positioning EFL classrooms as sites for equity and social change.
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