The aim of this article is to challenge heteronormative as well as homonormative practices in English language teaching. In doing so, the paper demonstrates that both complete absence of LGBTQI+ references in ELT materials, as well as recent attempts to provide more inclusive approaches to materials design and classroom practices, can be problematic for L2 learners irrespective of their sexuality. The paper traces current developments in ELT materials design with regards to inclusive classroom practices and argues that attempts towards exclusivity may reflect (hetero/homo)normative views, and can therefore perpetuate a culture—learning and otherwise—of discrimination and social exclusion. It concludes by identifying the need for an alternative approach—one that does not focus on inclusion but on diversity.

中文翻译：

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批判性地讨论了ELT中包容性的方法

本文的目的是挑战英语教学中的异规范和同规范实践。通过这样做，本文证明，在ELT材料中完全缺少LGBTQI +引用，以及最近尝试为材料设计和课堂实践提供更具包容性的方法，对于L2学习者而言，无论其性别如何，都可能会遇到问题。这篇论文追踪了ELT材料设计在包容性课堂实践方面的最新发展，并指出，寻求排他性的尝试可能反映了（异性/同质）规范性观点，因此可以使歧视和社会排斥的文化（学习或其他方式）永存。最后，通过确定对替代方法的需求，该方法不侧重于包容性，而在于多样性。