This research seeks to shed light on the complex interaction between sexual identity, cultural and religious context, and language education. Sexual identity is a significant factor in the educational experience of learners, including those who are studying Teaching English as a Foreign Language (TEFL). Students’ sexual orientations as a component of sexual identity can affect their learning in educational environments, and this is no different in TEFL classrooms. However, there has been limited research on this topic in the context of TEFL. This case study explored the identity narratives of five cisgender EFL learners enrolled in an English institute in Iran. The participants were interviewed about their sexual orientations and their experiences related to sexuality in the EFL classroom. The results of the study indicated that the participants had limited awareness of sexuality issues in their EFL classes and supported heteronormative ideology. This study addresses educational gap with respect to gender and sexuality in the EFL curriculum, and has implications for education research in this relatively unexplored area, suggesting practical ways to go beyond gender and sexuality categorization.
Amir Ghajarieh
Ali Salami
Zuraidah Mohd Don