GENDER ASSOCIATED ELEMENTS IN THE PROCESS OF ENGLISH TEACHING

Abstract

This article explores the impact of teacher gender on English language teaching (ELT), arguing that a gender‑sensitive pedagogy can challenge traditional cultural constraints, promote self-realization, and create space for equal participation of all students. It examines how teacher gender affects classroom dynamics, language use, authority relations, and learner engagement. Drawing on empirical research and sociolinguistic theory, the article outlines strategies for gender-inclusive teaching — from inclusive materials to gender-neutral assessment — to foster equitable and supportive learning environments.