Exploring English Language Teachers’ Perceptions Towards LGBTQ Issues: A Case Study in Northern Cyprus

This study addresses a significant gap in English Language Teaching (ELT) literature by examining the incorporation of queer pedagogy in northern Cyprus. It investigates the perspectives of English language teachers in University Preparatory departments regarding discussions on queer issues within their classrooms. The aim is to bridge the theory-practice gap in ELT by exploring the impact of queer perspectives on instructional materials and the dynamics between educators and learners. In an effort to uncover the challenges faced by teachers in integrating queer pedagogy into their classrooms, this study revealed generational differences among teachers in their approach to LGBTQ issues. It also highlighted the pressing need for institutional support and resources to facilitate inclusive education practices. Data for this study was collected through a combination of questionnaires and interviews with in-service English language teachers. The study's findings are expected to raise awareness of the importance of incorporating queer pedagogy in EFL classrooms to create inclusive and supportive learning environments. Traditional EFL teaching methods have often neglected discussions on sexuality and gender identity, potentially marginalising queer students. By integrating queer pedagogy, this research aims to foster critical discussions about sexual and gender identities, challenge societal norms, and promote social justice. Ultimately, it seeks to equip educators to navigate and address these crucial aspects, contributing to a more comprehensive and supportive educational framework.