Exploring Queer Colombian Preservice English Language Teachers' Perceptions Towards Queering English Language Teaching

ABSTRACT Recent initiatives have highlighted the need for integrating a gender perspective into English Language teaching (ELT), particularly in Colombia where gender diversity in education lacks significant sociocultural advancement. This study investigates the perceptions of 11 queer preservice English‐language teachers (PSELTs) from a Colombian public university, using semistructured interviews to explore their views on queering ELT and their future roles as educators. The findings emphasise the importance and challenges of adopting a queer perspective in ELT, essential for creating inclusive environments that respect (queer) students' identities. Moreover, the experiences of these PSELTs during their training have empowered and motivated them as future educators to advocate for societal transformation by promoting awareness of gender diversity in Colombian EFL classrooms. This study supports critical educational reforms that recognise and integrate diverse identities, enriching teaching practices and fostering inclusive learning environments.