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In the increasingly diverse field of language teacher education (LTE), understanding the intersectionality of teachers’, students’, and teacher educators’ identities – including race, gender, class, and the like – has become essential for fostering inclusive educational practices. This systematic literature review examines the impact of intersectionality on LTE, using peer-reviewed sources from Scopus and Web of Science. It explores how intersectionality shapes LTE, identifies key identities addressed, and highlights challenges in its integration. This review followed Petticrew and Roberts’ (2006) seven-stage systematic process, guided by Newman and Gough’s (Citation2020) framework, to search and screen studies using predefined criteria. Through thematic synthesis, recurring themes and patterns were identified from the collected data. The analysis reveals three key roles of intersectionality in LTE: fostering critical reflection, supporting social justice pedagogy, and challenging hegemonic narratives. Key identities cover race and ethnicity, gender and sexuality, linguistic, and professional and cultural identities. Challenges include resistance, institutional barriers, teacher preparation, and emotional labour. Ultimately, this review aims to provide valuable insights for educators, policymakers, and researchers dedicated to promoting equity and inclusion in LTE.
Veronico N. Tarrayo (Fri,) studied this question.