2026-08-18T20:20:27Zhttps://riubu.ubu.es/oai/requestoai:riubu.ubu.es:10259/101602025-02-05T01:05:26Zcom_10259_6158com_10259_5086com_10259_2604col_10259_6159
Repositorio Institucional de la Universidad de Burgos
author
Muñoz Martín, Lucía
author
Barros del Río, María Amor
author
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.
eng
Atribución 4.0 Internacional
Gender
LGTBQ+
ILTE
Equality education
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
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URL
https://riubu.ubu.es/bitstream/10259/10160/1/Mu%c3%b1oz-ejoelt_2024.pdf
File
MD5
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376693
application/pdf
Muñoz-ejoelt_2024.pdf