Queer Learner Identity and English Language Learning in a Thai Context

Abstract

Despite studies on queer learners in language education received attention from numerous researchers, queer learner identity and English language learning have been understudied, especially in a Thai EFL context. This study therefore aimed to examine the identity construction of queer learners in English language learning and its influences in English language learning. The four participants who were male queer and studied in English majors and English language teaching in a Thai university were selected for the study using convenience sampling. Two of the participants were known by the researcher, whereas the others were not. Semi-structured interviews, field notes, and a digital sound recorder were employed for data collection. Qualitative content analysis was utilized for data analysis. The findings revealed that queer characteristics and marginalized and unequal positions based on gender identity and sexual orientation were two main factors constituting queer learner identity of English. The majority of the participants illustrated that their queer characteristics were conducive to their speaking skills. Additionally, the findings found that the heteronormativity in a Thai context was a part of the participants’ passions for pursuing English language proficiency which was advantageous for their future success and help them gain parental and societal acceptance. Also, it is the impetus for most participants to acquire English to migrate to an English-speaking country in which they believed it was a welcoming place for queer people. Besides, the study revealed that some participants who desire a Western partner viewed English as beneficial to them for finding the Western man, whom they thought the Western men would be more open to gender diversity than Thai men. The findings implied a better understanding of the identity construction of queer learners and its influences in English language learning.

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