What Goes on Beyond the Closed Doors: Voices from LGBTQ EFL Students
Article Sidebar
Main Article Content
Abstract
This study examines LGBTQ undergraduate students’ perceptions of their English as a foreign language (EFL) classroom climate. With a snowball sampling technique, the researchers went into one university in Thailand and gathered data from 12 self-identified LGBTQ students to learn about their perceptions of their EFL classroom atmosphere in terms of their EFL teachers, their classmates, their subject matter, and their classroom environment. Findings revealed positive classroom climate perceptions for these participating LGBTQ students and showed significant relationships between classroom climate and their EFL teachers and classmates. Nonetheless, some participants did not feel as safe in a university. They reported their experiences of some forms of bullying such as name-calling and disapproving stares. Their concerns provided evidence for university officials to potentially designate a space particularly for LGBTQ students.
Article Details
References
Arimori, J. (2020). Toward more inclusive Japanese language education: Incorporating an awareness of gender and sexual diversity among students. Japanese Language and Literature, 54(2), 359-371. DOI: 10.5195/jll.2020.129
Barozzi, S., & Guijarro Ojeda, J. R. (2016). Sexual identities in EFL at primary school level: A pre-service teachers’ perspectives from Spain. Porta Linguarum, 25, 9-20. Retrieved on July 01, 2021 from http://www.ugr.es/~portalin/articulos/PL_numero25/1%20Stefano.pdf
Barozzi, S., & Ruiz-Cecilia, R. (2020). Training in gender and sexual identities in EFL teaching: Participants’ contributions. Journal of Linguistics, Philology and Translation, Special Issue VI, 84-103. Retrieved on July 09, 2021 from http://onomazein.letras.uc.cl/Articulos/NE6/NE6_5.pdf
Biernacki, P., & Waldorf, D. (1981). Snowball sampling: Problems and techniques of chain referral sampling. Sociological Methods & Research, 10(2), 141-163.
Blaikie, N. (2000). Designing social research. Polity Press.
Boccagno, J. (2015). A dream deferred: A look at transgender discrimination in Thailand. The Huffling Post. Retrieved on June 16, 2021 from https://pulitzercenter.org/stories/dream-deferred-look-transgender-discrimination-thailand
Bowen, A. G. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40. DOI: 10.3316/QRJ0902027
Cohen, N., & Arieli, T. (2011). Field research in conflict environments: Methodological challenges and snowball sampling. Journal of Peace Research, 48(4), 423–435
Cook-Sather, A. (2006). Sound, presence, and power: “Student voice” in educational research and reform. Curriculum Inquiry, 36(4), 359-390. DOI: 10.1111/j.1467-873X.2006.00363.x
Cook-Sather, A. (2009). “I’m not afraid to listen”: Prospective teachers learning from students to work in city schools. Theory into Practice, 48(3), 176-181. DOI: 10.1080/00405840902997261
Charmaz, K. (2008). Constructionism and the grounded theory. In J. A. Holstein, & J. F. Gubrium (Eds.), Handbook of constructionist research (pp. 397-412). The Gilford Press.
Chulalongkorn University. (2019). Sustainability report on gender equality. Chulalongkorn University, Bangkok, Thailand. Retrieved on June 15, 2021 from http://www.sustainability.chula.ac.th/report/666/
Corbin, J., & Strauss, A., (2015). Basics of qualitative research: Techniques and procedures for developing grounded theory (4th ed.). Sage.
De Vincenti, G., Giovanangeli, A., & Ward, R. (2007). The queer stopover: How queer travels in the language classroom. Electronic Journal of Foreign Language Teaching, 4(1), 58-72. Retrieved on July 26, 2021 from https://e-flt.nus.edu.sg/wp-content/uploads/2020/09/v4sp12007/ward.pdf
Defur, S. H., & Korinek, L. (2010). Listening to student voices. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(1), 15-19. DOI: 10.1080/00098650903267677
Demetriou, H. A. (2019). More reasons to listen: Learning lessons from pupil voice for psychology and education. International Journal of Student Voice, 5(3). Retrieved on July 7, 2021 from https://ijsv.psu.edu/?article=more-reasons-to-listen-learning-lessons-from-pupil-voice-for-psychology-and-education
Elze, D. E. (2003). Gay, lesbian, and bisexual youths’ perceptions of their high school environments and comfort in school. Children & Schools, 25(4), 225-239. Retrieved on August 01, 2021 from http://bibliodiversa.todomejora.org/wp-content/uploads/2016/11/11-LGBT-perceptions-school-enviroments-1.pdf
Etikan, I., Alkassim, R., & Abubakar, S. (2015). Comparison of snowball sampling and sequential sampling technique. Biometrics & Biostatistics International Journal, 3(1), 00055, 1-2. DOI: 10.15406/bbij.2015.03.00055
Fanucee, M. L., & Taub, D. J. (2010). The relationship of homonegativity to LGNT students and non-LGBT students’ perceptions or resident hall climate. The Journal of College and University Student Housing, 36(2), 25-41. Retrieved on August 01, 2021 from https://libres.uncg.edu/ir/uncg/f/D_Taub_Relationship_2010.pdf
Fox, D. (2021). Social movements for gender and sexual diversity: Case studies from Jamaica, Nepal, and Japan. Academia Letters, Article 253. DOI: org/10.20935/AL253.
Garcia, A. (2021). What students can teach us about equity. Leading Educators: Potentials, Ignited. Retrieved on July 28, 2021 from https://leadingeducators.org/blog/students-speak/
Gina, A., & Melinda, C. (2012). They are talking: Are we listening? Using student voice to enhance culturally responsive teaching. Teacher Education and Practice, 25(1), 10-23. Retrieved on July 28, 2021 (ERIC No: EJ994623)
Gray, J. (2013). LGBT invisibility and heteronormativity in ELT materials. In J. Gray (Ed.), Critical perspectives on language teaching materials (pp. 40-63). Palgrave Macmillian. DOI: 10.1093/elt/ccaa079
Gray, J. (2021). Addressing LGBTQ erasure through literature in the ELT classroom. ELT Journal, ccaa079. DOI: 10.1093/elt/ccaa0079
Gray, J., & Cooke, M. (2019). Queering ESOL: Sexual citizenship in ESOL classrooms. In M., Cooke & R. Peutrell (Eds.), Brokering Britain, educating citizens: Exploring ESOL and citizenship (pp. 195-211). Multilingual Matters.
Grimwood, M. E. (2017). What do LGBTQ students say about their experience of university in the UK? Perspectives: Policy and Practice in Higher Education, 21(4), 140-143. DOI: 10.1080/13603108.2016.1203367
Hanson, T., Zhang, G., Cerna, R., Stern, A., & Austin, G. (2019). Understanding the experiences of LGBTQ students in California. WestEd.
Harrell, M. C., & Bradley, M. A. (2009). Data collection method: Semi-structured interviews and focus groups. RAND Corporation. Retrieved on May 07, 2021 from https://www.rand.org/pubs/technical_reports/TR718.html
Heckathorn, D. D. (2015). Snowball versus respondent-driven sampling. Sociol Methodol, 41(1), 352-366. DOI:10.1111/j.1467-9531.2011.01244.x.
Heckathorn, D. D., & Cameron, C. J. (2017). Network sampling: From snowball and multiplicity to respondent-driven sampling. Annual Review of Sociology, 43, 101-119. DOI: 10.1146/annurev-soc-060116-053556.
Hermann-Wilmarth, J., & Ryan, C. L. (2019). Reading and teaching the rainbow: Making elementary school classrooms LGBTQ-inclusive. American Educator, 43(1), 17-21. Retrieved on April 27, 2021 from ERIC (No. EJ1212719), https://files.eric.ed.gov/fulltext/EJ1212719.pdf
Hongboontri, C., & Jantayasakorn, M. (2016). Cultures of teaching: Mapping the teacher professional development terrain. Pertanika Journal of Social Sciences & Humanities, 24(3), 1139-1163. Retrieved on August 28, 2020 from http://www.pertanika.upm.edu.my/resources/files/Pertanika
Human Rights Watch (2016). Like walking through a hail storm: Discrimination against LGBT youths in US schools. Human Rights Watch.
Johnson, T. P. (2014). Snowball sampling: Introduction. Wiley StatsRef: Statistic Reference Online. DOI: 10.1002/9781118445.stat05720
Jonhston, L. G., & Keith, S. (2010). Sampling hard to reach population with respondent-driven sampling. Methodological Innovations Online, 5(2), 38-48.
Kaiser, E. (2017). LGBTQ+ voices from the classroom: Insights for ESOL teachers. The CATESOL Journal, 29(1), 1-21. ERIC No: EJ1144365, Retrieved on July 26, 2021 from https://files.eric.ed.gov/fulltext/EJ1144365.pdf
Kang, M. (2019). Are Thai workplace still unwelcoming to LGBT people? People Matters. Retrieved from https://www.peoplemattersglobal.com/article/diversity/are-thai-workplaces-still-unwelcoming-to=lgbt-ppeople-24177 on April 17, 2022.
Kappra, R., & Vandrick, S. (2006). Silenced voices speak: Queer ESL students recount their experiences. The CATESOL Journal, 18(1), 138-150. Retrieved on July 26, 2021 from http://www.catesoljournal.org/wp-content/uploads/2014/07/CJ18_kappra.pdf
King, B. W. (2008). “Being gay guy, that is the advantage”: Queer Korean language learning and identity construction. Journal of Language, Identity and Education, 7, 230-252. DOI: 10.1080/15348450802237855
Kirchherr, J., & Charles, K. (2018). Enhancing the sample diversity of snowball samples: Recommendations from a research project on anti-dam movement in Southeast Asia. PLoS ONE, 13(8): e0201710. DOI: 10.1371/journal.pone.0201710
Levin, B. (1994). Educational reform and the treatment of students in schools. Journal of Educational Thought, 28(1), 88-101. Retrieved on June 03, 2021 from https://www.jstor.org/stable/23767543
Liddicoat, A. J. (2009). Sexual diversity as linguistic failure: Trajectories of interaction in the heteronormative language classroom. Journal of Language, Identity and Education, 8(2-3), 191-202. DOI: 10.1080/15348450902848825
Lin, H., Trakulkasemsuk, W., & Zilli, P. J. (2020). When queer meets teacher: A narrative inquiry of the lived experience of a teacher of English as a foreign language. Sexuality & Culture, 24, 1064-1081. DOI: 10.1007/s12119-020-09748-y
Lodge, C. (2005). From hearing voices to engaging in dialogue: Problematizing student participation in school improvement. Journal of Educational Change, 6(2), 125-146. DOI: 10.1007/s10833-005-1299-3
Mahavongtrakul, M. (2019). The good fight.The Bangkok Post. Retrieved on June 15, 2021 from https://www.bangkokpost.com/life/social-and-lifestyle/1676628/the-good-fight
Mathison, S. (1988). Why triangulate? Educational Researcher, 17(2), 13-17. DOI: 10.3102/0013189X017002013
Mojica, C. P., & Castañeda-Peña, H. (2021). Helping English language teachers become gender aware. ELT Journal, ccna076. DOI: 10.1093/elt/ccaa076
Moore, A. R. (2016). Inclusion and exclusion: A case study of an English class for LGBT learners. TESOL Quarterly, 50(1), 86-108. DOI: 10.1002/tesq.208
Moore, A. R. (2019). Interpersonal factors affecting queer second or foreign language learners’ identity management in class. The Modern Language Journal, 103(48), 428-442. DOI: 10.1111/modl.12558
Moore, A. R. (2020). Understanding heteronormativity in ELT textbooks: A practical taxonomy. ELT Journal, 74(2), 116-125. DOI: 10.1093/elt/ccz058
Nelson, C. D. (2009). Sexual identities in English language education: Classroom conversation. Routledge, Taylor & Francis Group.
Nelson, C. (2010). A gay immigrant student’s perspective: Unspeakable acts in the language class. TESOL Quarterly, 44(3), 441-464. Retrieved on July 26, 2021, from http://www.jstor.org/stable/27896741
Newman, P., Reid, L., Tepjan, S., & Akkakanjanasupar, P. (2021). LGBT+ inclusion and human rights in Thailand: A scoping review of the literature. BMC Public Health, 21, 1816. DOI: 10.1186/s12889-021-11798-2
Numrich, C. (1996). On becoming a language teacher: Insights from diary studies. TESOL Quarterly, 30(1), 131-153. DOI: 10.2307/3587610
Paiz, J. M. (2019). “Queering practice” LGBTQ+ diversity and inclusion in English language teaching. Journal of Language, Identity & Education, 18(4), 266-275. DOI: 10.1080/15348458.2019.1629933
Patton, M. (1990). Qualitative evaluation and research methods. SAGE Publications.
Plan International, UNESCO, & Mahidol University (2014). Bullying targeting secondary school students who are or perceived to be transgender or same-sex attracted: Types, prevalence, impact, motivation and preventive measures in five provinces of Thailand. Mahidol University, Plan International Thailand, UNESCO Bangkok Office, Thailand.
Rankin, S. R. (2005). Campus climates for sexual minorities. New Directions for Student Services, 111, 17-23. DOI: 10.1002/ss.170
Renn, K. A. (2010). LGBT and queer research in higher education: The state and status of the field. Educational Researcher, 39(2), 132-140. DOI: 10.3102/0013189X10362579
Robinson, C., & Taylor, C. (2013). Student voice as a contested practice: Power and participation in two student voice projects. Improving Schools, 16(1), 32-46. DOI: 10.1177/1365480212469713
Ruiz-Cecilia, R., Guijarro Ojeda, J. R., & Marin-Mercias, C. (2020). Analysis of heteronormativity and gender roles in EFL textbooks. Sustainability, 13, 1-18. DOI: 10.3990/su13010220
Rudduck, J. (2007). Student voice, student engagement, and school reform. In D. Thiessen, & A. Cook-Sather (Eds.), International handbook of student experience in elementary and secondary school (pp. 587-610). Dordrecht, the Netherlands: Springer.
Salvá, A. (2016). An LGBT oasis? Discrimination in Thailand. The Diplomat. Retrieved on July 27, 2021 from https://thediplomat.com/2016/11/an-lgbti-oasis-discrimination-in-thailand/
Suriyasarn, B. (2015). Gender identity and sexual orientation in Thailand: Promoting right, diversity, and equality in the work (PRIDE) project. Bangkok: International Labor Organization.
Strauss, A. (1998). Qualitative analysis for social scientists. Cambridge University Press.
Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. (2nd ed.). Sage Publications.
Strauss, A. L., & Corbin, J. M. (1990). Basic of qualitative research: Grounded theory, procedures and techniques. Sage.
Thi Do, L. A. (2020). Social violence among Thai gender role conforming and non-conforming secondary school students: Types, prevalence and correlates. PLoS One, 15(8), e0237707. DOI: 10.1371/journal.pone.0237707
Tran-Thanh, V. (2020). Queer identity inclusion in the EFL classroom: Vietnamese teachers’ perspectives. TESOL Journal, 11, e612, 1-16. DOI: 10.1002/tesj.512
UNDP, USAID (2014). Being LGBT in Asia: Thailand Country Report. Bangkok, Thailand: United Nations Development Programme.
UNESCO (2015). From insult to inclusion: Asia-Pacific report on school bullying, violence and discrimination on the basis of sexual orientation and gender identity. Paris, France and UNESCO Bangkok: the United Nations Educational, Scientific and Cultural Organization.
UNESCO (2020). Inclusion and education: All means all. The United Nations Educational, Scientific and Cultural Organization.
U.S. Department of State. (2020). 2020 Country Reports on Human Rights Practices: Thailand. Bureau of Democracy, Human Rights, and Labor, USA. Retrieved from htts://www.state.gov/reports/2020-country-reports-on-human-rights-practices-thailand/ on April 17, 2022.
Vollstedt, M. (2015). To see the wood for the trees: The development of theory from empirical data using grounded theory. In A. Bikner-Ahsbahs, C. Knipping, & N. Presmeg (Eds.), Doing qualitative research: Methodologies and methods in mathematics education. Advances in mathematics education series (pp. 23–48). Springer. DOI: 10.1007/978-94-017-9181-6_2.
Vollstedt, M., & Rezat, S. (2019). An introduction to grounded theory with a special focus on axial coding and the coding paradigm. In G. Kaiser, & N. Presmeg (Eds.), Compendium for early career researchers in mathematics education (pp. 81 -100). ICME-13 Monographs. E-13 Monographs. DOI: 10.1007/978-3-030-15636-7_4
Williams, M., & Moser, T. (2019). The art of coding and thematic exploration in qualitative research. International Management Review, 15(1), 45-55.
Winter, S., Davis-McCabe, C., Russell, C. B., Suparak, P., & Wong, J. (2019). Denied work: An adult employment discrimination on the basis of gender identity in Thailand. Asia Pacific Transgender Network.