Before the social turn in applied linguistics, English language teaching (ELT) was a presumably monosexual world. One where all its participants were presumed to be straight until, and even if, proven otherwise. The social turn brought with it a small but growing body of queer applied linguistics literature that has led to the troubling of the notion that sexual identity has no bearing on ELT. Previous examinations have investigated what is risked in classes that reify heteronormative worldviews. There is still considerable work to be done, especially regarding the field's understanding of transgender issues and how to prepare teachers to create inclusive educational spaces. This forum article critically reflects and comments on these developments. It then extends them by highlighting the continued need to advocate for LGBTQ+-inclusive approaches to ELT. It advocates for an increased focus on teacher preparation and curricular materials as central avenues to "queer" ELT. It concludes by highlighting the various areas of development needed to carry out this work more fully.