Influence of Teacher and Gender Identities in EFL Classroom: A Case Study of a Filipino Transwoman in Thailand
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Abstract
Thailand, renowned for its LGBTQIA+ inclusivity, still confronts societal stereotypes that affect transwomen in academia. Although the literature extensively addresses gender discrimination, inclusivity, and identity construction in educational contexts, it often overlooks the specific effects of intersecting teacher and gender identities within English as a Foreign Language (EFL) frameworks. This study aims to bridge this gap through a narrative inquiry into the lived experiences of a Filipino transwoman EFL teacher. Data were collected via Semi-structured open-ended in-depth interviews and analyzed using Stake’s (1995) four-phase framework: description, categorical aggregation, establishing patterns, and naturalistic generalization. Findings reveal that the participant’s intersecting identities positively influenced her pedagogical practices. Her dual roles as a transwoman and a non-native English speaker enhanced her instructional methods by integrating personal language learning experiences, emphasizing linguistic precision, and adapting teaching strategies aligned with her gender identity. This research highlights the significant interplay between teacher and gender identities in shaping EFL teaching practices. Notably, these identities did not negatively affect her instructional effectiveness. Future research should further explore the experiences of transgender educators across diverse cultural contexts to elucidate how their identities inform and enhance pedagogical practices in various educational settings.
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