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Dr. Dario Luis Banegas


Intersectionality in ELT

Have you ever experienced discrimination or privilege because of your gender+ethnicity+economic status+dominant language?

Now: different areas of inquiry (politics, economy, education, health, etc.)

Origin: law (gender and race)


(Ubaque Casallas & Aguirre Garzon, 2020)

Are there hegemonic constructions of teaching & learning?

What variety of English does your coursebook/curriculum seem to prefer?

More questions

Is it suggested that it's OK to use English to discuss issues around systemic inequity?

Who is usually represented in the input and visuals?

Are aims, activities, etc. oriented towards aspirational futures? How?


- Prompt students to ask questions that help them identify the nature of inequity. (Kayi-Aydar et al., 2022)Example: What is the background of the politicians in your local area? Do they tend to belong to the same social class? Are they mostly men?Who is usually stopped by police officers in your city? What do people think of immigrants with a different set of beliefs in your area?

Students ask; students identify

+ info

Blackness & anti-racist practices

(Bryan et al. (2022)

Who studies English in your context? Is the same type of ELT provision in state and private schools?Who does the curriculum have in mind? Who does the coursebook have in mind?(Glodjo, 2017)

Social class

issues of celebrity, identity, gender and sexuality

Students read & discuss

(Svarstad, 2021)

+ info

Gender & sexuality diversity

How could you integrate citizenship-oriented aims & language learning aims?

This is your safe spaceI am happy you are in this class, I am happy you are in this world.



Bryan, K., Romney-Schaab, M., & Cooper, A. (2022). The illusion of inclusion: Blackness in ELT. CATESOL Journal, 3(1), 1-13. Glodjo, T. (2017). Deconstructing social class identity and teacher privilege in the second language classroom. TESOL Journal, 8(2), 342-366. Kayi-Aydar, H., Varghese, M., & Vitanova, G., (2022). Intersectionality for TESOL education: Connecting theory and justice pedagogy. CATESOL Journal, 33(1), 1-10. Svarstad, L. K. (2021). Cultural studies and intersectionality in English language education: Exploring students’ engagement in issues of celebrity, identity, gender and sexuality. Language Learning Journal, 49(6), 740-752. Ubaque-Casallas, D. F., & Aguirre-Garzón, E. (2020). Re-signifying teacher epistemologies through lesson planning: A study on language student teachers. Profile: Issues in Teachers’ Professional Development, 22(2), 131–144. https://doi.org/10.15446/profile.v22n2.80687

1) Examine and critique curriculum & materials for blackness2) Examine and critique hiring processes that disadvantage blackprofessionals

  • Critical thinking through discussions on queer identities
  • Culture, religion, & sexuality
  • Queering TESOL
  • Say "no" to bigots
  • Gender diversity as a right

Core contents & procedures