The Board of Examiners has unanimously approved this dissertation, submitted by Mr. Tinnawat Suebkinnon, in partial fulfillment of the requirements for the Master of Education English Language Teaching at Mahasarakham University. Mahasarakham University has granted approval to accept this thesis in partial fulfillment of the requirements for the Master of Education English Language Teaching. Although studies on queer students in language education have received attention from numerous researchers, queer students' identity and English language learning have been underexplored, especially in a Thai EFL context.
The purpose of this study was therefore to examine the identity construction of queer students in English language learning and its influences on English language learning. The findings meant a better understanding of queer students' identity construction and its effects on English language learning.
INTRODUCTION
- Background
- Purposes of the study
- Scope of the study
- Significance of the study
- Definition of key terms
The research on queer students' identity and English language learning has been overlooked (King, 2008; Nguyen & Yang, 2015). Thus, this study examined how queer students form their identities when learning English and how queer students' identities influence English language learning. The purpose of this study was to shed light on how queer students form their identities when learning the English language and how queer students' identities influence their learning of the English language.
Given the marginalization and inequality of queer learners in the Thai context, the current study sought to understand how queer learners construct their identity in English language learning and how queer learners' identity influences English language learning. The current study provided a better understanding of queer learners' identity in English language learning in a Thai EFL context and its impact on language acquisition.
LITERATURE REVIEW
- Definition of learner identity
- Learner identity and language learning
- Roles of gender in language learning
- Social influences and language learning
- Positioning theory and the analysis of identity in discourse
- Related studies on learner identity and language learning
- Summary of the conceptual framework of the study
In second language acquisition (SLA), women are superior to men in the second language learning process (Burstall, 1975; Boyle, 1987; . Ehrlich, 2001). Currently, the importance of gender identities in the classroom has been recognized in language education (Nelson, 2012). There may be multiple inequities or issues that queer students face in the classroom and may not find a preferred identity in a language classroom.
Female students also had a greater interest in the cultures and people of the target language. Recently, the importance of gender identities in the classroom has been recognized in language education (Nelson, 2012). Thus, the role of textbooks can influence queer students' voices and limit queer students' identities in the classroom.
In such situations, the student may feel uncomfortable in the classroom or society, which may discourage the student in their language acquisition.
RESEARCH METHODS
- Qualitative Case Study Approach
- Participants and setting
- Research instruments
- Data collection procedure
- Data analysis
- Data Trustworthiness
- Summary
Prior to the collection of data, the researcher informed the participants about the objectives of the study that this study aimed to understand queer students' identity and English language learning. Thus, the result implied that characteristics: exaggeration of conversational styles and use of numerous gestures contributed to participants' queer teacher identity in English language learning. The school gave more support to non-queer students...The teacher then called me E-Yen (a slave female name in Thai drama)...That.
The following sections will explore the influences of queer student identity on English language learning. Findings from the current study indicated that certain characteristics of queer students influenced English language learning. In addition, the results of the current study indicated that finding a Western partner was the ultimate goal of Karn and Yoya in learning English.
Norton (2016) shows that students' dreams and hopes for the future will motivate their English language learning in the classroom and improve language learning. This study explored how queer students construct their identity in English language learning and how queer student identity affects English language learning. For the first research question, the findings of the present study indicated two main factors, queer characteristics and marginal and unequal positions in a Thai context, that constitute queer student identity in learning English in a Thai context.
In addition, the positioning of queer gender identity in the Thai context played an essential role in constructing a queer student's identity in English language learning. Thus, the findings of the study may not cover all aspects of queer language learner identity in English language learning. Also, future study should have more queer participants to gain more insight into queer students' identities in English language learning.
FINDINGS AND DISCUSSIONS
The constitution of queer learner identity in English language learning
- Queer characteristics and English language learning
- Marginalized and unequal positions and English language learning
Most queer participants shared similar characteristics of English language learning based on their queer gender identity; they produced exaggerated speech styles and used many gestures that animated their body language while speaking English. Participants were thus positioned as marginalized and unequal due to sexual orientation and gender identity. 8] People just bullied me because of my gender identity…So when I looked good, people loved to make fun of me.
In addition, the results showed that all of the participants who did not conform to the heterosexual norm encountered more difficulties and feared coming out to their parents, as queer gender identity was viewed as unfavorable and conservative in a Thai sociocultural context. Actually I am trying to make my life better...To prove to my family that they can trust me..When I can do these things. The other two participants, Karn and Yoya, whose sexual orientation and gender identity were known to their parents, also encountered many difficulties.
Specifically, both fathers reacted negatively, showing denial, anger, guilt, and other negative reactions after learning their sons' gender identity. The results also showed that schools were places that predominantly reinforced heteronormativity: all participants often faced oppression, bullying, homophobia, invisibility and inequality due to their gender identity position. As a result, Yoya had to gauge how open the teachers were to queer people before expressing her gender identity.
It was also unlikely that other people would protect her due to the seniority system in Thai society. O'Mochain 2006). The findings of the study also confirmed some previous studies on queer which indicated that schools are the uncertain contexts and queer learners run a high risk of social exclusion that they suffer from discrimination based on their sexual orientation or gender identity (Meyer, 2010). As mentioned above, being marginalized and unequally positioned due to sexual orientation and gender identity was an impetus for all four participants to be proficient in English, which was crucial for their employment opportunities and future performance to resist a marginal position to parent - and gain societal acceptance. .
Influences of queer learner identities in English language learning in a Thai
- Queer characteristics and English language learning
- Marginalized and unequal positions and English language learning
The findings of the current study also revealed that participants focused on their English language skills to gain better employment opportunities and future success. The above excerpts illustrate that queer participants attempted to negotiate their social position through learning the English language. The current results analysis showed that for the first factor, the participants had unique English language learning characteristics, inflated speech styles, and exaggerated expressions when speaking English.
Moreover, most of the participants had similar characteristics of English language learners in speaking English, such as self-confidence, extroversion, and high risk. King (2008) stated that a student's gay identity may open doors to equal participation and language learning opportunities in English-speaking communities. A similar study could be undertaken in the Thai context or in another context because studies on queer student identity and language learning are still understudied in the field of SLA and especially in the Thai context.
In addition, studies related to queer learner identity and language learning are needed to explore another language teaching aspect. Moreover, more studies on female learners who identify as queer are still required, so that the findings can reveal factors that influence language learning. Sex differences in self-reported beliefs about foreign language learning and authentic oral and written input.
Sexual identity as linguistic failure: trajectories of interaction in the heteronormative language classroom. Journal of Language, Identity and Education. Investment and agency in second language learning among Chinese adolescent immigrant students.” Harvard Educational Review. Is there anything that you feel your gender identity limits or promotes your English language learning inside and outside the classroom.
CONCLUSION
Conclusion
Thus, most participants were likely inclined to present their traits as more exaggerated than typical masculine and feminine traits when speaking English. The majority of participants indicated that their foreign features helped them become more fluent and confident in pronouncing and speaking English. The current study shows that participants occupied marginal and unequal positions because queer gender identity was conservative and unfavorable in Thai society.
Also, most participants occupied a vulnerable position, usually powerless to protect themselves from unfair and harmful treatment. Thus, the participants often faced unfavorable treatment, prejudices and stereotypes: they were considered incompetent and worthless. As all four participants were interested in English and viewed English as a linguistic tool, the participants attempted to constitute the identity construction of an English expert in order to resist the social ritual and marginal position associated with the first-order position of others.
High proficiency in English was beneficial for participants in obtaining employment, accessing a more welcoming queer community, and having a Western partner who could help them negotiate their positions and gain parental and social acceptance and legitimacy. The findings of the current study showed that the participants' queer gender identity position, which took negative positions in the Thai context, encouraged them to have greater ambitions and efforts to learn English in order to be recognized as legitimate members of the community and gain parental and social acceptance.
Limitations of the study
Recommendations for future studies
Implications for pedagogical practices
Lesbian Bar Talk in Shinjuku, Tokyo.” In the Language and Sexuality Reader, edited by D. 2012): Learner identity in second language education. Journal of Language, Identity, &. 2006) Gender Differences in Second Language Motivation: An Examination of Micro and Macro Level Influences. Why queer theory is useful in teaching; A perspective from English as a second language teaching." Journal of Gay and Lesbian Social Services.
Uninvited guests: The influence of teachers' roles and pedagogies on the positioning of English language learners in the regular classroom. If you compare your position as a queer learner to male and female learners in the classroom, you are treated or judged differently based on your gender.
