Learning a language is a process that goes beyond the cognitive dimension of a person; it entails the construction of a new identity, formed by the reproduction of ideas and discourses and the attitudes of the learner towards the world surrounding them (Nielsen and Davies, 2008). The students that belong to the Bachelor of Arts in Modern Languages from Pontificia Universidad Javeriana are doubly forming identities: as language learners and as language teachers.

This research focuses on the experiences of pre-service teachers regarding discursive practices within their L2 classroom that have to do with gender identity and sexual orientation, and more specifically, the reproduction of discourses that can be deemed as violent or oppressive. In other words, these are heterosexist discursive practices, which perpetuate ideas derived from the thesis that there are only two gender identities: male and female, that are complementary to each other and for this reason must fulfill specific societal roles (Fonseca and Quintero, 2009). This, in turn, invalidates other existing identities and gender roles.