Zingaretti, Mattia ORCID: https://orcid.org/0000-0002-5565-2538 and Frear, Lucy (2025) The benefits and challenges of queering TESOL: a qualitative research synthesis. Innovation in Language Learning and Teaching. pp. 1-23.

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Abstract

This study presents a qualitative research synthesis of 14 empirical studies published between 2017 and 2024, examining queer pedagogies within international TESOL contexts. By synthesising recent literature, this study addresses both the theoretical underpinnings of queer pedagogies, as well as the benefits and challenges related to their practical application in TESOL. Specifically, the characteristics of queer pedagogies identified are the integration of LGBTQ+ identities within the curriculum, challenging heteronormative assumptions, and creating an environment where learners can openly discuss LGBTQ + topics. The findings show that queer pedagogies can foster critical thinking, improve communicative skills and a greater sense of belonging among learners, highlighting their potential to facilitate second language acquisition. However, challenges arise due to entrenched societal beliefs, institutional reluctance and limited teacher training on LGBTQ+ issues. The thematic analysis reveals that while queer pedagogies promote diversity, inclusion and equity in language teaching, educators often face external pressures and insufficient resources, evidencing the need for targeted professional development to support the broader acceptance of queer pedagogies. This research contributes to TESOL scholarship by providing insights into how queer pedagogies can advance language education, including through their integration with other pedagogical approaches. Ultimately, it advocates for increased academic and pedagogical resources to support English language teachers in the implementation of queer pedagogies, and points towards the need for future studies to explore how these pedagogies are experienced by diverse learners across varied TESOL contexts.

Item Type:	Article
Status:	Published
DOI:	10.1080/17501229.2025.2551126
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education P Language and Literature > P Philology. Linguistics P Language and Literature > PE English
School/Department:	School of Education, Language and Psychology
URI:	https://ray.yorksj.ac.uk/id/eprint/12742

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