Exploring LGBTQ Integration: Challenges and Strategies for Swedish Upper-Secondary EFLTeachers. A Qualitative Study

Abstract

This study investigates Swedish upper-secondary school teachers’ attitudes toward as well as challenges, and strategies when including LGBTQ topics in their EFL classrooms. The research questions addressed were: (1) What are EFL teachers’ attitudes towards including LGBTQ topics in the EFL classroom? (2) What challenges do EFL teachers face when integrating sexual identities beyond heteronormativity in the EFL classroom? (3) How do EFL teachers navigate the challenges of including LGBTQ topics in the EFL classroom through their strategies and approaches? (4) What kind of support do EFL teachers need to integrate LGBTQ topics into the EFL classroom? The method used in this study was semistructured interviews conducted with five EFL teachers. The results indicate that teachers generally have a positive view of including LGBTQ topics, driven by personal values and experiences. However, they encounter challenges such as student prejudices, limited resources, and insufficient institutional support. Teachers employ various strategies to address these challenges, such as using literature, films, and gender-neutral language to create an inclusive classroom environment. The study highlights valuable insights into EFL teachers’ experiences and needs, emphasizing the importance of institutional support and professional development in creating an inclusive classroom. The findings highlight the need for further research to determine if the study’s conclusions can be broadly applied.