2026-05-04T23:30:18Zhttps://riubu.ubu.es/oai/requestoai:riubu.ubu.es:10259/101592025-02-05T01:05:25Zcom_10259_6158com_10259_5086com_10259_2604col_10259_6159
Muñoz Martín, Lucía
861
600
0000-0001-5886-6729
2025-02-04T11:29:55Z
2025-02-04T11:29:55Z
2022-12
2517-648X
http://hdl.handle.net/10259/10159
English as a Foreign Language (EFL) classrooms comprise several groups
of students with different backgrounds according to their nationality,
race, class, ability, age, gender or sexual identity. Many EFL students in
the US do not match the patriarchal norm of being male, white, middle
class, young, heterosexual and able-bodied, resulting in an inherent
disadvantage for them when learning the target language. Implicit biases
which might arise in the classroom can negatively affect students’
motivation, thus preventing them from producing meaningful language
output and from negotiating their identities in the new social contexts
provided in the classroom.
application/pdf
eng
University of Nottingham
Journal of Languages, Texts and Society. 2022, V. 6, p. 1-14
https://www.nottingham.ac.uk/research/groups/languagestextssociety/lts-journal/articles.aspx#issue6
Atribución-NoComercial-CompartirIgual 4.0 Internacional
http://creativecommons.org/licenses/by-nc-sa/4.0/
info:eu-repo/semantics/openAccess
Educación
Igualdad
Lengua inglesa
Education
Equality
English language
The merits of queer-inclusive education in EFL classrooms
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Journal of Languages, Texts and Society
6
1
14
THUMBNAIL
Muñoz-jolts_2022.pdf.jpg
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Muñoz-jolts_2022.pdf
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10259/10159
oai:riubu.ubu.es:10259/10159
2025-02-05 02:05:25.08
Repositorio Institucional de la Universidad de Burgos
bubrep@ubu.es
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