LGBTQ

"Intersection of Identity and English Language Teaching: A Lived Experience Study
of LGBTQ+ Educators."
Rationale
English Language Teaching has evolved beyond the conventional boundaries of

language instruction to embrace the diverse identities that both educators and
learners bring to the learning environment. In recent years, there has been an
increasing recognition of the significant impact that educators' identities,
particularly those identifying as LGBTQ+, can have on the teaching and learning
experiences within the English language classroom. 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.
Paiz (2019)
By examining these lived experiences, the researchers aim to contribute valuable

insights to the broader discourse on diversity, inclusion, and effective pedagogy
within the ELT profession. This research endeavor seeks not only to highlight the
challenges faced by LGBTQ+ educators but also to celebrate their contributions and
resilience in shaping a more inclusive and equitable educational landscape.
Theoretical Framework
These researches have demonstrated that language teachers’ personal and social
experiences, as well as their situated teaching contexts, influence and shape their
identity development. In this view of LTI, context is a key mediating element in the
development of LTI (Language Teacher Identity). Norton (2017) described the
dynamic relationship between identity and context:
“Language teachers need to navigate relations of power in the classroom and

understand the possibilities and limitations of their institutions and communities.
Like language learners, language teachers can reframe their relationships with
others in order to claim more powerful identities from which to teach. Thus, while
identity is conceptualized as multiple, changing, and a site of struggle, the very
multiplicity of identity can be productively harnessed in the interests of more
productive language teaching.” (p. 81)
Because the contexts where teachers live and work contribute to the constant
(re)negotiation of overlapping and sometimes conflicting identities, this negotiation
is particularly salient when individuals change national contexts and grapple with
new institutional and interpersonal dynamics (Appleby, 2016). Within one context
and across national and international contexts, the multiplicity (Norton's term) or
“intersectionality” of LTIs is particularly apparent, as identities are taken up in
different ways based on the conditions in the particular context
Research Questions
1. How do LGBTQ+ English language educators perceive and navigate their

identities at work?
2. How do LGBTQ+ educators' identities impact the way students perceive their
teaching in English language classes?
3. In what ways do LGBTQ+ educators adapt their teaching styles in English

language classes, and how is this influenced by their identity?
Methods
This research employs a mixed methods approach, integrating qualitative and

quantitative methodologies to holistically explore the intersection of identity and
English language teaching for LGBTQ+ educators. In the qualitative phase, in-depth
interviews with a purposefully LGBTQ+ educators will provide rich narratives about
their lived experiences within the profession, elucidating nuanced themes in the
context of identity. A survey questionnaire will be administered to gather
quantitative data from LGBTQ+ educators, assessing their identity perceptions and
experiences in English language teaching, enriching the research with statistical
insights.
The research incorporates a student survey interview component, seeking students'

perspectives on the influence of LGBTQ+ educators' identities on their learning
experiences. This student survey adds a valuable layer to the qualitative phase,
contributing to a more comprehensive understanding of the reciprocal dynamics
between educators' identities and student perceptions. Triangulating data from
diverse sources, including interviews with educators, student surveys, and
document analysis of institutional policies, ensures a thorough exploration of the
intricate relationship between identity and English language teaching. Cross-
validating qualitative and quantitative findings enhances the reliability and depth of
the study's conclusions.
References
Joshua M. Paiz (2019) Queering Practice: LGBTQ+ Diversity and Inclusion in English
Language Teaching, Journal of Language, Identity & Education, 18:4, 266-275, DOI:
https://www.tandfonline.com/doi/abs/10.1080/15348458.2019.1629933
Zhenjie Weng, Francis John Troyan (2023): Examining Language Teacher Identity
and Intersectionality Across Instructional Contexts Through the Experience of
Perezhivanie: https://onlinelibrary.wiley.com/doi/full/10.1002/tesq.3237#citedby-
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"Intersection of Identity and English Language Teaching: A Lived Experience Study

English Language Teaching has evolved beyond the conventional boundaries of

By examining these lived experiences, the researchers aim to contribute valuable

“Language teachers need to navigate relations of power in the classroom and

1. How do LGBTQ+ English language educators perceive and navigate their

3. In what ways do LGBTQ+ educators adapt their teaching styles in English

This research employs a mixed methods approach, integrating qualitative and

The research incorporates a student survey interview component, seeking students'

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