The Hidden Curriculum of Gender Identity in <scp>L2</scp> Classrooms: Considerations for Teachers and Textbooks

Abstract In this Teaching Issues contribution, we explore what we refer to as the hidden curriculum of gender identity in second language (L2) classrooms. We begin by introducing the concept of the hidden curriculum and situate it within the current sociopolitical and educational climate surrounding issues of gender identity in Teaching English to Speakers of Other Languages (TESOL) and applied linguistics. We then discuss two key considerations through which the hidden curriculum manifests: teachers' pedagogical practices and the use of textbooks as instructional materials. As possible pathways forward, we propose the integration of social–emotional learning (SEL) and the adoption of critical questions. The aim of this manuscript is not to provide an exhaustive review of existing literature; instead, our objective is to draw attention to the urgent need for deeper, more meaningful conversations about how the hidden curriculum of gender identity in formal educational settings—including L2 classrooms—contributes to the reproduction of social inequalities within and beyond the classroom.