Queer Teacher Identity in Vietnamese English Language Teaching for Gender- and Sexual-Minority Learners

• In Event: Queering Concepts of Teaching and Learning

Abstract

This research using a case study method investiages the queer teacher identity in English language teaching through a revisit to Richards (2012) and Pennington and Richards (2016)’s criteria of language teacher identity construction. In the context of the coronavirus (COVID-19) crisis in Vietnam, we conducted semi-structured interviews with a group of four gay and transgender English students and a transgender teacher via Facebook messenger asynchronously. Findings show the students’ perceptions of queer language teacher identity components in relation to their common gender and sexual minority (GSM) identities. We also found some teaching and learning difficulties faced by this group of participants during the pandemic in Vietnam.

Authors

• NGUYEN HOANG GIANG-LE, Brock University

• Vuong Hoang Tran, Thompson Rivers University