Shortlisted for the 2023 British Association for Applied Linguistics (BAAL) Book Prize This book combines teaching-informed research studies and research-informed teaching accounts which explore English language education that engages with (a)gender and (a)sexual diversity. Informed by critical theories, critical literacy, post-structuralism, queer theory, and indignity/(de)colonialist, the critical perspectives in this volume consider gender and sexuality as dimensions of human life and aim to promote sexual, gender, emotional and relational wellbeing together with the construction of cultural horizons and citizenship. The chapters are organized around three interdependent areas of inquiry: 1) how educators design pedagogies and curriculums around gender diversity and sexuality, 2) how students and teachers navigate issues of gender diversity and sexuality in practice, as well as 3) how issues of gender diversity and sexuality are (not) addressed in the materials for teaching and learning English. The contributors are all teacher educators-researchers and therefore have vast experience in enacting, implementing, designing, and examining the field of English language teacher education from/for the classroom with a gender perspective in diverse settings, with chapters come from Argentina, Bangladesh, Canada, Germany, Norway, Poland, Saudi Arabia, South Africa, Spain, Taiwan, Turkey, the UK and Uruguay.

Relevance to Contemporary Issues:

• With growing global attention to issues of gender equality, LGBTQ+ rights, and social justice, this book is especially timely in addressing how language education can contribute to broader societal goals of gender equity and sexual diversity acceptance.
• It is a vital resource for educators working in contexts where gender and sexuality are sensitive or emerging topics, providing guidance on how to address these issues thoughtfully and responsibly within language teaching.