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oai:riubu.ubu.es:10259/101592025-02-05T01:05:25Zcom_10259_6158com_10259_5086com_10259_2604col_10259_6159

Muñoz Martín, Lucía 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