Addressing Feminist and Gender Issues in ESL Classrooms: An Exploratory Study

Sexist incidents are pervasive in various settings, including educational institutions, primarily stemming from a lack of inclusivity and gender discrimination. This paper delves into the issue of sexism in the Lebanese educational sector and its implications on ESL/EFL classrooms. The use of sociopolitical topics, particularly gender and sexuality issues, has been a subject of discussion in ESL/EFL education since the 1990s. Certain textbook examples exhibit inherent male biases, leading to differing impacts on male and female students. Stereotypes and the "self-fulfilling prophecy" further exacerbate the challenges faced by female students, hindering their achievement and self-confidence. Consequently, the establishment of equity, gender awareness, and diversity in Lebanese schools necessitates a comprehensive approach to address and resolve the problem of sexism. Lebanese educators can be broadly categorized into two groups: those who view ESL teachers as solely responsible for English instruction and nothing beyond, and those who acknowledge the significance of addressing broader issues. This study explores the attitudes of 27 ESL teachers in Beirut, Lebanon, towards incorporating gender and feminist topics in their classrooms. It presents practical strategies for ESL teachers to ensure gender equity and inclusion within their educational settings. The study conducted interviews with five teachers and five coordinators to gain deeper insights into the beliefs and values shaping the teachers' perspectives. The data collected and analysed revealed that a majority of the participants expressed interest in integrating sociopolitical issues into their teaching and were receptive to relevant training.