2026-06-17T20:22:22Zhttps://riubu.ubu.es/oai/request

oai:riubu.ubu.es:10259/101602025-02-05T01:05:26Zcom_10259_6158com_10259_5086com_10259_2604col_10259_6159

Muñoz Martín, Lucía Barros del Río, María Amor Sigona, Concetta Maria 2025-02-04T12:15:50Z 2025-02-04T12:15:50Z 2024 2501-7136 http://hdl.handle.net/10259/10160 10.46827/ejel.v9i4.5625 2501-7136 Gender identity and sexual diversity remain significant sources of discrimination in the 21st century, exacerbated by pervasive androcentrism, cisnormativity, and heteronormativity. In the context of the European Union (EU), education is critical for fostering social cohesion among an increasingly multicultural population due to migration and mobility. Initial Language Teacher Education (ILTE) plays a pivotal role in preparing future educators to instill values of diversity, inclusion, and interculturality. Despite the EU's efforts to unify educational frameworks through programs like Erasmus+ and initiatives such as the European Language Portfolio, discrepancies persist across member states regarding language teacher training curricula. These variations hinder the broader aim of creating an inclusive, cohesive educational system grounded in human rights and equality, particularly concerning gender and sexual diversity. This paper explores the challenges and proposes the need for a unified ILTE training that integrates the principles of inclusivity, social diversity, and respect for all identities. application/pdf eng Open Access Publishing Group European Journal of English Language Teaching. 2024, V. 9, n. 4, p. 132-139 http://dx.doi.org/10.46827/ejel.v9i4.5625 Atribución 4.0 Internacional http://creativecommons.org/licenses/by/4.0/ info:eu-repo/semantics/openAccess Gender LGTBQ+ ILTE Equality education Igualdad Educación inclusiva Lengua inglesa Equality Inclusive education English language Current situation and challenges in efl teacher education in the European Union with respect to gender and sexual-affective diversity info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion European Journal of English Language Teaching 9 4 132 139