Recent scholarship has highlighted the need to integrate queer-inclusive perspectives into English language teaching (ELT), yet the views of English-language teacher-educators (ELTEs), particularly in Colombia’s heteronormative and colonial ELT context, remain underexplored. This study investigates the voices of 11 Colombian ELTEs from public and private universities, using semi-structured interviews to explore their views on queering ELT and its place within teacher education. The findings emphasize both the potential and the challenges of integrating queer perspectives into ELT, revealing how ELTEs conceptualize queering as a disruption of binary and heteronormative assumptions, a necessary curricular concern, and a humanizing project for teacher formation. At the same time, participants highlight institutional constraints, including limited formation, conservative educational contexts, and a lack of structural support. Moreover, their voices reflect a growing commitment to fostering more inclusive and socially responsive teacher-education practices that prepare future EFL (English as a foreign language) teachers to engage with gender and sexual diversity in meaningful ways. This study supports the need for critical and decolonial transformations in English-language teacher education, promoting the integration of queer-inclusive pedagogies that contribute to more equitable and inclusive ELT contexts.
Tarrayo et al. (Fri,) studied this question.
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