Giang Nguyen Hoang Le, Ha Bich Dong, Vuong Tran, and Long Hoang Vu
"In this chapter, we utilize Photovoice as a decolonizing approach to gain
an in-depth understanding of the teaching and learning experiences of a transgender
teacher of English and a group of English LGBTIQ+ youth learners in Vietnam.
Looking at ELT teacher identity theory and the concept of intersectionality, we
investigate the role of queer teacher identity in framing LGBTIQ+ youth learners’
learning experience. Findings include a sense of inclusiveness and belonging in
ELT class. Students’ perception of teacher as professional and confident is constructed
by the teacher’s and students’ non-normative gender and sexual identities.
Queer teacher identity positively impacts students’ language attainment and learning
purposes, in which students feel inspired to not only embrace their real identity
but also become more passionate about their English study."