PAKISTANI EFL TEACHERS’ VIEWS ON GENDER-INCLUSIVE ENGLISH LANGUAGE USE

Abstract

This study aimed to explore English as Foreign Language (EFL) teachers’ views on gender-inclusive English language use in Pakistani context. A quantitative, descriptive research design was used to conduct the study. Data were collected from sample of 50 EFL teachers of five universities through questionnaire. Teachers’ attitude and perception towards gender-inclusive and gender-exclusive language was examined besides their readiness to observe inclusive practices in classrooms. Results reveal that though EFL teachers realize the significance of gender-inclusive language but their understandings and practices differ due to personal attitude and exposure to paradigm shift. The study emphasizes the need for training of teachers, revision of curriculum and policy support for promotion of gender inclusive language practices. The study contributes to improve language teaching practices and encourages adopting gender inclusive English in Pakistani EFL contexts.