What is it about?
This publication explores how LGBTQ+ rights are addressed in Chilean English language teaching (ELT). It examines the views and practices of teachers and student-teachers, as well as government policies and curricula. The study finds that while Chile has made legal progress on LGBTQ+ inclusion, ELT materials and teaching practices still largely ignore these topics. The chapter suggests ways to improve educational policies and classroom approaches to create a more inclusive learning environment for LGBTQ+ students.
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Why is it important?
This work is unique and timely because it is one of the first studies to examine LGBTQ+ inclusion in Chilean English language teaching (ELT). While Chile has made legal progress on LGBTQ+ rights, education—especially ELT—still lacks inclusive policies and materials. By highlighting the gaps in curricula, teacher training, and classroom practices, this study provides crucial insights for educators, policymakers, and researchers. Its findings can help drive meaningful change towards a more inclusive and equitable education system.
Perspectives
As an EFL teacher educator and researcher from Chile, this work is deeply personal to me. I have witnessed firsthand the challenges LGBTQ+ students and teachers face in a system that still largely ignores their realities. Writing this chapter was both an academic and activist effort—a way to shed light on the gaps in our ELT curriculum and advocate for meaningful change. I believe that education should be a space where all identities are recognized, respected, and valued. My hope is that this work sparks critical conversations and inspires educators to rethink their practices, ensuring that LGBTQ+ students are not just tolerated but truly included in our classrooms.
Michel Riquelme Sanderson
Universidad Arturo Prat
Read the Original
This page is a summary of: LGBTQ+ Rights in Chile, January 2025, De Gruyter,
DOI: 10.1163/9789004721647_009.
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