Embracing diversity: Promoting respect and inclusion of transgender students in EAP college classrooms

The growing visibility of gender fluidity and transgender identities is reshaping Canadian higher education and challenging traditional heteronormativity. This reflective paper examines the experiences of transgender students in English for academic purposes college settings, where teachers often lack the training, resources, and institutional support needed to create inclusive and safe learning environments. Enhancing equity, diversity, and inclusion in language classrooms requires understanding gender as a multifaceted construct and adopting pedagogical practices that validate diverse gender identities. The paper identifies key barriers to inclusivity – including limited teacher self-efficacy, insufficient preparedness, socio-political pressures, and lack of professional development on gender diversity. It outlines practical steps for fostering gender-affirming classrooms, such as respecting pronouns and designing inclusive syllabi with diversity statements, supportive resources, and anti-discrimination policies. Ultimately, the paper advocates for comprehensive teacher training that equips educators with the knowledge and confidence to engage with transgender issues thoughtfully, respectfully, and effectively. This article was published open access under a CC BY-ND licence: https://creativecommons.org/licenses/by-nd/4.0/ .