Giang Nguyen Hoang Le, Ha Bich Dong, Vuong Tran, and Long Hoang VuHa Bich Dong, Vuong Tran, and Long Hoang VuGiang Nguyen Hoang Le2023-09-272023-09-272023https://repository.vlu.edu.vn/handle/123456789/8757https://doi.org/10.1007/978-3-031-34702-3_23"In this chapter, we utilize Photovoice as a decolonizing approach to gain an in-depth understanding of the teaching and learning experiences of a transgender teacher of English and a group of English LGBTIQ+ youth learners in Vietnam. Looking at ELT teacher identity theory and the concept of intersectionality, we investigate the role of queer teacher identity in framing LGBTIQ+ youth learners’ learning experience. Findings include a sense of inclusiveness and belonging in ELT class. Students’ perception of teacher as professional and confident is constructed by the teacher’s and students’ non-normative gender and sexual identities. Queer teacher identity positively impacts students’ language attainment and learning purposes, in which students feel inspired to not only embrace their real identity but also become more passionate about their English study."en-USVietnamese transgenderTeacher identity constructionIntersectionalityPhotovoiceResource Types::text::conference output