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The Hidden Curriculum of Gender Identity in L2 Classrooms: Considerations for Teachers and Textbooks

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Title: The Hidden Curriculum of Gender Identity in L2 Classrooms: Considerations for Teachers and Textbooks
Language: English
Authors: Luis Javier Pentón Herrera (ORCID 0000-0002-8865-8119), Anna Becker (ORCID 0000-0002-1818-291X)
Source: TESOL Quarterly. 2026 60(1):446-462.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 17
Publication Date: 2026
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Hidden Curriculum, Gender Identity, Second Language Instruction, Social Influences, Political Influences, Environmental Influences, English (Second Language), Applied Linguistics, Teaching Methods, Textbooks, Instructional Materials, Social Emotional Learning, Questioning Techniques
DOI: 10.1002/tesq.70039
ISSN: 0039-8322
1545-7249
Abstract: In this Teaching Issues contribution, we explore what we refer to as the hidden curriculum of gender identity in second language (L2) classrooms. We begin by introducing the concept of the hidden curriculum and situate it within the current sociopolitical and educational climate surrounding issues of gender identity in Teaching English to Speakers of Other Languages (TESOL) and applied linguistics. We then discuss two key considerations through which the hidden curriculum manifests: teachers' pedagogical practices and the use of textbooks as instructional materials. As possible pathways forward, we propose the integration of social--emotional learning (SEL) and the adoption of critical questions. The aim of this manuscript is not to provide an exhaustive review of existing literature; instead, our objective is to draw attention to the urgent need for deeper, more meaningful conversations about how the hidden curriculum of gender identity in formal educational settings--including L2 classrooms--contributes to the reproduction of social inequalities within and beyond the classroom.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1496802
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Luis+Javier+Pentón+Herrera%22">Luis Javier Pentón Herrera</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8865-8119">0000-0002-8865-8119</externalLink>)<br /><searchLink fieldCode="AR" term="%22Anna+Becker%22">Anna Becker</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1818-291X">0000-0002-1818-291X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22TESOL+Quarterly%22"><i>TESOL Quarterly</i></searchLink>. 2026 60(1):446-462.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: In this Teaching Issues contribution, we explore what we refer to as the hidden curriculum of gender identity in second language (L2) classrooms. We begin by introducing the concept of the hidden curriculum and situate it within the current sociopolitical and educational climate surrounding issues of gender identity in Teaching English to Speakers of Other Languages (TESOL) and applied linguistics. We then discuss two key considerations through which the hidden curriculum manifests: teachers' pedagogical practices and the use of textbooks as instructional materials. As possible pathways forward, we propose the integration of social--emotional learning (SEL) and the adoption of critical questions. The aim of this manuscript is not to provide an exhaustive review of existing literature; instead, our objective is to draw attention to the urgent need for deeper, more meaningful conversations about how the hidden curriculum of gender identity in formal educational settings--including L2 classrooms--contributes to the reproduction of social inequalities within and beyond the classroom.
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      – SubjectFull: Gender Identity
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      – SubjectFull: Questioning Techniques
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