Darío Luis Banegas is a Lecturer in TESOL in the University of Strathclyde and an Associate Fellow with the University of Warwick, UK. His main teaching and research interests are CLIL, action research, and initial English language teacher education. Griselda Beacon is a Lecturer in Literature at Universidad de Buenos Aires and at several teacher training colleges in Buenos Aires, Argentina. A NILE (Norwich Institute for Language Education) trainer in the UK, she has an MA in Literature from Philipps-Universität Marburg, Germany. Her interests include literature and intercultural education.   Mercedes Pérez Berbain is a former Lecturer in Teaching Practice at Joaquin V. Gonzalez College of Education, Argentina. She holds an MA in Education from Oxford Brookes University, UK and is involved in CPD (ESSARP, OUP, Pilgrims). Her main interests include teaching young learners and teacher development.

• Chapter 1: Introduction: Diversity in ELT (Mercedes Pérez Berbain, Darío Luis Banegas and Griselda Beacon).- Section 1: Interculturality.- Chapter 2: Beyond Intercultural Awareness in ELT (Melina Porto and Javier Arguiano).- Chapter 3: Promoting Understanding of Diversity by Taking a Critical Intercultural Stance (Carlo Granados-Beltrán).- Chapter 4: Fostering Intercultural Learning Experiences in the ESL/EFL Classroom (Darren K. LaScotte and Bethany D. Peters).- Chapter 5: “Let’s Play ‘Sok Says’, Not ‘Simon Says’”: Evaluating the International and Intercultural Orientation of ELT Materials for Cambodian Secondary Schools (Roby Marlina).- Chapter 6: Task Typologies for Cultural Diversity: The Queer Case of LGBTIQ* Issues in English Language Teaching (Thorsten Merse).- Section 2: Gender.- Chapter 7: Deheteronormalising the EFL Classroom: Teachers’ Beliefs, Doubts, and Insecurities in Exploring Sexual Identities in Cyprus (Dimitris Evripidou).- Chapter 8: Exploring the Role of TeacherTalk in the Gender Identity Construction of Filipino Children (Rafaella R. Potestades).- Chapter 9: Gender Barriers and Conflict in ELT in Japanese Universities (Tanja McCandie).- Chapter 10: Supporting In-service Teachers for Embracing Comprehensive Sexuality Education in the ELT Classroom (Paola Cossu, Gabriela Brun and Darío Luis Banegas).- Chapter 11: Preparing Pre-service Teachers for the Singular They: Inclusive EFL Teacher Education (Carolyn Blume).- Section 3: Special Education Needs.- Chapter 12: The 5-Dimensional Model: A Finnish Approach to Differentiation (Anssi Roiha and Jerker Polso).- Chapter 13: Uncovering Diverse Perspectives and Responses to Working with English Learners with Special Educational Needs (Robert J. Lowe, Matthew Y. Schaefer and Matthew W. Turner).- Chapter 14: Dyslexia and its Role in the Teaching Reform in China (Stuart Perrin).- Chapter 15: A Challenge, a Must, an Adventure: English as a Foreign Language for Deaf and Hard of Hearing Students (Ewa Domagała-Zyśk and Anna Podlewska).- Chapter 16: English Language Teacher Educators’ Knowledge and Classroom Practices of ADHD (Neşe Cabaroğlu and Merve Tohma).- Chapter 17: Diversity in ELT: Present and Future (Griselda Beacon, Mercedes Pérez Berbain and Darío Luis Banegas).

Darío Luis Banegas is a Lecturer in TESOL in the University of Strathclyde and an Associate Fellow with the University of Warwick, UK. His main teaching and research interests are CLIL, action research, and initial English language teacher education. Griselda Beacon is a Lecturer in Literature at Universidad de Buenos Aires and at several teacher training colleges in Buenos Aires, Argentina. A NILE (Norwich Institute for Language Education) trainer in the UK, she has an MA in Literature from Philipps-Universität Marburg, Germany. Her interests include literature and intercultural education.   Mercedes Pérez Berbain is a former Lecturer in Teaching Practice at Joaquin V. Gonzalez College of Education, Argentina. She holds an MA in Education from Oxford Brookes University, UK and is involved in CPD (ESSARP, OUP, Pilgrims). Her main interests include teaching young learners and teacher development.

• Chapter 1: Introduction: Diversity in ELT (Mercedes Pérez Berbain, Darío Luis Banegas and Griselda Beacon).- Section 1: Interculturality.- Chapter 2: Beyond Intercultural Awareness in ELT (Melina Porto and Javier Arguiano).- Chapter 3: Promoting Understanding of Diversity by Taking a Critical Intercultural Stance (Carlo Granados-Beltrán).- Chapter 4: Fostering Intercultural Learning Experiences in the ESL/EFL Classroom (Darren K. LaScotte and Bethany D. Peters).- Chapter 5: “Let’s Play ‘Sok Says’, Not ‘Simon Says’”: Evaluating the International and Intercultural Orientation of ELT Materials for Cambodian Secondary Schools (Roby Marlina).- Chapter 6: Task Typologies for Cultural Diversity: The Queer Case of LGBTIQ* Issues in English Language Teaching (Thorsten Merse).- Section 2: Gender.- Chapter 7: Deheteronormalising the EFL Classroom: Teachers’ Beliefs, Doubts, and Insecurities in Exploring Sexual Identities in Cyprus (Dimitris Evripidou).- Chapter 8: Exploring the Role of TeacherTalk in the Gender Identity Construction of Filipino Children (Rafaella R. Potestades).- Chapter 9: Gender Barriers and Conflict in ELT in Japanese Universities (Tanja McCandie).- Chapter 10: Supporting In-service Teachers for Embracing Comprehensive Sexuality Education in the ELT Classroom (Paola Cossu, Gabriela Brun and Darío Luis Banegas).- Chapter 11: Preparing Pre-service Teachers for the Singular They: Inclusive EFL Teacher Education (Carolyn Blume).- Section 3: Special Education Needs.- Chapter 12: The 5-Dimensional Model: A Finnish Approach to Differentiation (Anssi Roiha and Jerker Polso).- Chapter 13: Uncovering Diverse Perspectives and Responses to Working with English Learners with Special Educational Needs (Robert J. Lowe, Matthew Y. Schaefer and Matthew W. Turner).- Chapter 14: Dyslexia and its Role in the Teaching Reform in China (Stuart Perrin).- Chapter 15: A Challenge, a Must, an Adventure: English as a Foreign Language for Deaf and Hard of Hearing Students (Ewa Domagała-Zyśk and Anna Podlewska).- Chapter 16: English Language Teacher Educators’ Knowledge and Classroom Practices of ADHD (Neşe Cabaroğlu and Merve Tohma).- Chapter 17: Diversity in ELT: Present and Future (Griselda Beacon, Mercedes Pérez Berbain and Darío Luis Banegas).

Darío Luis Banegas is a Lecturer in TESOL in the University of Strathclyde and an Associate Fellow with the University of Warwick, UK. His main teaching and research interests are CLIL, action research, and initial English language teacher education. Griselda Beacon is a Lecturer in Literature at Universidad de Buenos Aires and at several teacher training colleges in Buenos Aires, Argentina. A NILE (Norwich Institute for Language Education) trainer in the UK, she has an MA in Literature from Philipps-Universität Marburg, Germany. Her interests include literature and intercultural education.   Mercedes Pérez Berbain is a former Lecturer in Teaching Practice at Joaquin V. Gonzalez College of Education, Argentina. She holds an MA in Education from Oxford Brookes University, UK and is involved in CPD (ESSARP, OUP, Pilgrims). Her main interests include teaching young learners and teacher development.

• Chapter 1: Introduction: Diversity in ELT (Mercedes Pérez Berbain, Darío Luis Banegas and Griselda Beacon).- Section 1: Interculturality.- Chapter 2: Beyond Intercultural Awareness in ELT (Melina Porto and Javier Arguiano).- Chapter 3: Promoting Understanding of Diversity by Taking a Critical Intercultural Stance (Carlo Granados-Beltrán).- Chapter 4: Fostering Intercultural Learning Experiences in the ESL/EFL Classroom (Darren K. LaScotte and Bethany D. Peters).- Chapter 5: “Let’s Play ‘Sok Says’, Not ‘Simon Says’”: Evaluating the International and Intercultural Orientation of ELT Materials for Cambodian Secondary Schools (Roby Marlina).- Chapter 6: Task Typologies for Cultural Diversity: The Queer Case of LGBTIQ* Issues in English Language Teaching (Thorsten Merse).- Section 2: Gender.- Chapter 7: Deheteronormalising the EFL Classroom: Teachers’ Beliefs, Doubts, and Insecurities in Exploring Sexual Identities in Cyprus (Dimitris Evripidou).- Chapter 8: Exploring the Role of TeacherTalk in the Gender Identity Construction of Filipino Children (Rafaella R. Potestades).- Chapter 9: Gender Barriers and Conflict in ELT in Japanese Universities (Tanja McCandie).- Chapter 10: Supporting In-service Teachers for Embracing Comprehensive Sexuality Education in the ELT Classroom (Paola Cossu, Gabriela Brun and Darío Luis Banegas).- Chapter 11: Preparing Pre-service Teachers for the Singular They: Inclusive EFL Teacher Education (Carolyn Blume).- Section 3: Special Education Needs.- Chapter 12: The 5-Dimensional Model: A Finnish Approach to Differentiation (Anssi Roiha and Jerker Polso).- Chapter 13: Uncovering Diverse Perspectives and Responses to Working with English Learners with Special Educational Needs (Robert J. Lowe, Matthew Y. Schaefer and Matthew W. Turner).- Chapter 14: Dyslexia and its Role in the Teaching Reform in China (Stuart Perrin).- Chapter 15: A Challenge, a Must, an Adventure: English as a Foreign Language for Deaf and Hard of Hearing Students (Ewa Domagała-Zyśk and Anna Podlewska).- Chapter 16: English Language Teacher Educators’ Knowledge and Classroom Practices of ADHD (Neşe Cabaroğlu and Merve Tohma).- Chapter 17: Diversity in ELT: Present and Future (Griselda Beacon, Mercedes Pérez Berbain and Darío Luis Banegas).