ENGLISH LANGUAGE TEACHING AS AN INSTRUMENT FOR PROMOTING GENDER EQUITY: CHALLENGES AND POSSIBILITIES

Abstract

This study investigates how English language teaching can significantly contribute to the promotion of equity in school settings. Grounded in a critical and intercultural approach, the work analyzes how engaged teaching practices can help deconstruct sociocultural stereotypes, fostering the development of critical, autonomous, and socially active students. Drawing on influential theorists such as Paulo Freire, Claire Kramsch, and Alastair Pennycook, the study discusses the challenges faced by teachers in the school environment, as well as the opportunities for pedagogical intervention aimed at building a more inclusive, democratic, and transformative language education. The research is based on a qualitative literature review, with the goal of providing theoretical insights that encourage reflection on educational practices committed to social justice.