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Negotiating the Professional Identity of a Gay EFL Lecturer in Thai Higher Education: A Positioning Theory Case Study
Abstract
Using Positioning Theory, this qualitative case study examines how a gay foreign English as a Foreign Language (EFL) lecturer negotiates professional identity within Thai higher education. Data were generated through a semi-structured in-depth interview and analyzed in relation to the participant's longitudinal teaching trajectory. The study explores identity positioning in classroom practice, everyday academic interaction, and institutional discourse, and its implications for professional agency, emotional labor, and pedagogical decision-making. Findings show that identity is negotiated through selective visibility grounded in pedagogical professionalism, relational positioning mediated by silence, and ongoing emotional attunement to institutional norms rather than overt disclosure. The study contributes to applied linguistics and EFL scholarship by highlighting identity positioning as an interactional condition shaping pedagogical practice in transnational teaching contexts.
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