Gender and sexuality in English language education: focus on Poland

Abstract

This research report looks empirically and critically at gender and sexuality in a selection of primary and secondary Polish EFL classrooms, in terms of representation in textbooks and classroom discourse overall. The data includes perspectives of teachers, students and Ministry of Education advisors. While the authors find much to be concerned about, they also identify progressive avenues. They conclude with a range of constructive and practicable suggestions for different language education practitioners: teachers, teacher educators, materials writers and illustrators, and policy makers.