Turkish Young Adults’ Views of LGBTQ Representation in EFL Textbooks and Materials

This study examines the perspectives of Turkish young adult learners on LGBTQ representation in English as a Foreign Language (EFL) settings, drawing on poststructuralism, social constructionism, and queer theory. These frameworks challenge essentialist views of identity, emphasizing the socially constructed, fluid nature of sexual identities. Through a descriptive case study, the study investigates the views of 15 Turkish university students toward LGBTQ inclusion in EFL textbooks and classroom activities. 15 volunteers selected from a pool of 30 students reflected the sensitive nature of the topic in a conservative cultural context where heteronormativity is often reinforced by the education system. Data were collected through a ten-item open-ended questionnaire and analyzed using inductive content analysis. Findings show that while most participants support LGBTQ representation in educational materials, they also recognize the cultural and religious factors contributing to LGBTQ exclusion. This study contributes to research on LGBTQ inclusion in language education. It underscores the importance of critically engaged pedagogy in EFL, suggesting that educators and curriculum developers may benefit from critically examining heteronormative assumptions and promoting discussions around gender and sexuality. This study advances theoretical discussions on how queer theory can inform teaching practices and support marginalized identities in language education.