A new systematic review published by Taylor & Francis looked into how race, gender, class, and other factors influence language teacher education (LTE). In the article “Intersectionality in language teacher education: A systematic literature review,” Department of English academic researcher Prof. Veronico N. Tarrayo, PhD found that intersectionality in LTE plays key roles in fostering critical reflection, supporting social justice pedagogy, and challenging hegemonic narratives.
Tarrayo, an academic researcher of the Research Center for Social Sciences and Education and an academic staff of the Faculty of Arts and Letters and the Graduate School, highlighted that challenges to intersectionality included resistance, institutional barriers, teacher preparation, and emotional labor. Tarrayo recommended addressing these to achieve the ultimate aim of equity and inclusion in language teacher education. The review covered identities pertaining to race and ethnicity, gender and sexuality, linguistic, and professional and cultural. The new article is found in the journal Language, Culture, and Curriculum.
Among Tarrayo’s related works are “Gendered Word (Or World): Sexism in Philippine Preschool English Language Textbooks” (Journal on English Language Teaching) and “Exploring the gender perspective in English language teaching (ELT): Voices from ELT practitioners in Philippine Higher Education Institutions” (with Rafaella Potestades and Mark Ulla, in the journal Sexuality & Culture).
