Bulut, Toygar Ege2025-01-222025-01-222025-012025-012025-01-17https://hdl.handle.net/11693/115959Cataloged from PDF version of article.Includes bibliographical references (leaves 72-82).This study aimed to explore the perceptions of ELT instructors on the inclusion of queer topics in ELT departments. After gaining insight into the willingness, readiness, confidence, self-efficacy, and needs of ELT instructors, the researcher suggested queer-inclusive materials in accordance with a Queer Critical Literacy framework, ELT instructors’ material needs, and studies conducted to suggest queer-inclusive materials to ELT classrooms. The researcher found that although ELT instructors are in favor of including queer issues in their instructions, the instructors fear backlash from their institutions and students. In addition, ELT instructors feel inadequate in knowledge with educational queer-inclusive materials to incorporate sexual diversity in their instruction with pre-service teachers of English. Lastly, the instructors indicated the need to benefit from queer- inclusive literary texts, short videos, and academic articles in their lessons with pre-service teachers to disrupt heteronormativity in both teacher education programs and K-12 schools by means of future English teachers being knowledgeable of queer topics.x, 95 leaves : illustrations ; 30 cm.Englishinfo:eu-repo/semantics/openAccessThesisB135704