Language, Heteronormativity and Gender in EFL Teaching : Inclusion of Non-heteronormative Identities in Swedish EFL Materials and Classroom Practices

Abstract: The past few decades have seen a surge in awareness of issues related to both gender and sexual identity, which has shaped our understanding and use of these terms. However, there is a lag between awareness and practical changes, which can also be seen within education; teaching materials and practices change slowly, and the social and linguistic changes that are currently taking place are only partially visible in education. In the present study, gender and sexuality are approached from two perspectives: by analysing two EFL textbooks for upper secondary school and examining inclusive language use and representation of non-heteronormative identities, as well as by identifying attitudes and ideas expressed in interviews with three EFL teachers. The results show that LGBTQ+ representation is still scarce in these two textbooks; even though heterosexuality is not overtly reinforced in lexical choices, non-heteronormative relationships are not included. In addition, gender is still mostly portrayed as a binary, and gender issues are largely linked to male-female equality. In terms of the interviews, a general finding is that the participants are all aware of the importance of including and giving a voice to different gender and sexual identities when planning their teaching. However, deeply rooted traditions and the gender binary still play a role in how LGBTQ+ topics are perceived and addressed. Overall, it appears that teachers display more awareness and active inclusion of non-binary and non-heteronormative identities than what can be found in the textbooks.