Tarrayo, an academic researcher of the Research Center for Social Sciences and Education and an academic staff of the Faculty of Arts and Letters and the Graduate School, highlighted that challenges to intersectionality included resistance, institutional barriers, teacher preparation, and emotional labor. Tarrayo recommended addressing these to achieve the ultimate aim of equity and inclusion in language teacher education. The review covered identities pertaining to race and ethnicity, gender and sexuality, linguistic, and professional and cultural. The new is found in the journal Language, Culture, and Curriculum.

Among Tarrayo’s related works are “Gendered Word (Or World): Sexism in Philippine Preschool English Language Textbooks” (Journal on English Language Teaching) and “Exploring the gender perspective in English language teaching (ELT): Voices from ELT practitioners in Philippine Higher Education Institutions” (with Rafaella Potestades and Mark Ulla, in the journal Sexuality & Culture).

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Tarrayo’s articles, which appeared in the Scopus-indexed journal Innovation in Language Learning and Teaching, are entitled “” (co-authored with Rafael Michael O. Paz and Emejidio C. Gepila, Jr.) and “” (co-authored with Ali G. Anudin).

Tarrayo’s studies aimed to address “the lacuna in the literature concerning English language teachers’ perceptions of the shift from the classroom to online teaching,” specifically in the Philippine context where no study had been published up until that point.

Data revealed the challenges noted were perceived to be minor, though varied. “[The] most crucial concerns include comprehension of learning content, student engagement, and internet connectivity, which were likewise claimed by the participants as disadvantages of FL. The analysis also revealed two benefits: convenience, and enhancement of teaching and learning,” Tarrayo’s paper found.

In relation to English language teachers’ experiences in flexible learning, Tarrayo and his co-authors also researched about materials development in response to this “underexplored area of research.” Findings revealed that a blend of following university guidelines and using one’s own creativity and resourcefulness was used by teachers, who ensure collaboration among learners.

Tarrayo, who is also a researcher at the Research Center for Social Sciences and Education, conducts studies on English language teaching, stylistics, and the intersection of language and gender.

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