Peñalver-Férez, Sergio2024-06-272024-06-272023-06-169788413960852https://riunet.upv.es/handle/10251/205529[EN] Among other minority groups, the trans community is systematically repressed by a hegemonic heteronormativity. In the English as a Foreign Language (EFL) teaching area, the perspective of this collective is equally absent. This study aims at gaining insight from a transgender student on his impact and perception within the EFL classroom to make secondary-school EFL contexts more inclusive regarding transgender. An exploratory case study constituted the basis of this article via an open interview with a transgender student. By exposing him to input stereotyping gender and marginalizing the trans community, their perception of the danger of the LGBTQIA+ community beyond the classroom was elicited. Different measures were discussed as potential improvements whose implementation could ensure safer environments and a more inclusive teaching experience. Further research could obtain insight beyond the trans community to assess the awareness and compromise towards the collective from individuals who are not part of it.9Reconocimiento - No comercial - Compartir igual (by-nc-sa)EFL textbooksTransgenderInclusive educationHeteronormativityPositioning theoryCapítulo de libro10.4995/HEAd23.2023.16215Abierto