Resumen de Addressing Gender in the English Language Classroom
The Organic Law that Modifies the Organic Law of Education of 2006 (LOMLOE, 2020) fosters the teaching of values through cross-curricular competences and so do the guidelines and objectives gathered in the Common European Framework of Reference for Languages (Council of Europe, 2001). This paper describes how a content-integrated didactic proposal to teach English from a gender perspective was used with a group of student-teachers in order to investigate their perception about addressing such content in the English language classrooms in Primary Education. The process of the classroom research and the methodology used to collect data, which were gathered through questionnaires, focus groups and semistructured interviews with the participants, is also described. Although student-teachers show positive attitudes towards addressing gender in the classroom, there is a contradiction in the current educational system, as these key issues are neglected in the teaching of English as a foreign language.
