Queer Pedagogy in TESOL: Teachers’ Perspectives and Practices in Thai ELT Classrooms

Abstract

A growing number of gender and sexuality in language education studies has helped cement queer TESOL/applied linguistics as an essential sub-field. However, studies concentrating on English language teachers’ perspectives on queer pedagogies remain scarce, especially in the Thai ELT context. This study explores how language teachers view the notion of, adapt and experience queer pedagogies in their language classrooms. Using queer pedagogy as a framework and an open-ended questionnaire and online semi-structured individual interviews as methods, findings revealed that language teachers acknowledge that sexual and gender diversity extends beyond traditionally performed cisgender fe/males in the language classroom. However, they had limited knowledge about queer pedagogy. We argue that the language classroom remains a potent site for building inclusive and equitable teaching practices that welcome sexual and gender minority students, creating value around their voices and lived experiences. We also discuss the implications of our findings and offer recommendations for future scholarship, teacher education, and classroom practice.