Queer identity inclusion in the EFL classroom: Vietnamese teachers’ perspectives

Abstract

LGBTQ+ issues have recently caught enormous attention in Vietnam, and their existence in English as a foreign language (EFL) has been debated. This study explores eight Vietnamese EFL teachers’ attitudes toward incorporating LGBTQ+ content in their classrooms, primarily through the employment of the semistructured interview. It also examines their knowledge as well as experiences in queer issues, which serves as a foundation the teachers’ authority in introducing queer themes in the EFL environment. The results present the participants’ willingness to work on these issues in the EFL classroom despite their lack of knowledge and professional training.