The Future of Education

This research-based study explores the integration of gender-inclusive strategies into English language teaching in South Asian educational contexts, with particular attention to teacher training and classroom discourse. Rooted in the theoretical frameworks of Critical Discourse Analysis (CDA) and sociolinguistics, the research examines how language shapes and reflects gender ideologies, and how educators can challenge such narratives through informed pedagogical interventions. Drawing upon data from professional development courses, teacher interviews, and classroom observations, the study identifies recurring patterns of gendered language and proposes corrective strategies to foster equitable communication in multilingual classrooms. The findings highlight the efficacy of multimodal teaching techniques, as supported by certifications completed under British Council and UN Women training, in reshaping teacher attitudes and enhancing student engagement. Additionally, the study discusses implications for curriculum development and teacher education in linguistically diverse, culturally sensitive settings. This research underscores the importance of empowering educators through sustained training in gender-sensitive language use, thereby contributing to a more inclusive, reflective, and socially aware model of education.

Keywords: Gender-inclusive pedagogy; Critical discourse analysis; English language teaching; Teacher development; South Asia; Multimodal strategies

REFERENCES
[1] Sunderland, J. (2004). Gendered Discourses. Palgrave Macmillan.
[2] Fairclough, N. (1995). Critical Discourse Analysis: The Critical Study of Language. Longman.
[3] Norton, B., & Toohey, K. (2004). Critical pedagogies and language learning. Cambridge University Press.