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An Approach for Providing LGBTI+ Education and Bridging the Language Gap: Integrating ESoPC into EFL Teacher Training

An Approach for Providing LGBTI+ Education and Bridging the Language Gap: Integrating ESoPC into EFL Teacher Training
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Author(s): Francisco Javier Palacios Hidalgo (University of Córdoba, Spain)
Copyright: 2020
Pages: 19
Source title: International Approaches to Bridging the Language Gap
Source Author(s)/Editor(s): Cristina-Aránzazu Huertas-Abril (University of Córdoba, Spain) and María Elena Gómez-Parra (University of Córdoba, Spain)
DOI: 10.4018/978-1-7998-1219-7.ch012

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Abstract

Intercultural education is acquiring great importance in today's education; among its considered elements, it is also starting to address gender/sexual identity as a way to counterattack prejudices and intolerant attitudes towards LGTBI+ people. However, it is still necessary to reconsider how to deal with these concepts from teacher training in an effective way so as to prepare these professionals to develop their work in an inclusive way. Teachers of English as a Foreign Language are ideal for addressing such concepts as the area allows relationships with several dimensions of life (e.g., literature, art, television). These teachers have to face the necessity to include LGTBI+ in their teaching practice, and to fight the language gap caused by social and economic disparities. This chapter revises how including the ESoPC approach in English teacher training helps integrate LGBTI+ issues to educate future generations in respect towards gender/sexual diversity and bridge the language gap.

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