A queer learner’s identity positioning in second language classroom discourse

Abstract

This case study examines the classroom participation of a Korean queer (transgender) learner of English as a second language at a language institute for international adult students in the United States. To understand the dynamics of this learner’s participation, we focus on how she constructed gender identity and learner identity in interaction. Our analysis indicates that although the class content was not designed to elicit biographic information from students, this learner agentively managed her gender identity expression, which, at times, was met with challenge by her peers. As a second language learner, she self-positioned both as a lazy student and an effective language user – contradictory positionings that might be explained by the disconnection between the class content and the cultural capital that she sought to gain. Our study extends research on investment in second language learning by examining identity positioning in actual discourses and by linking classroom interaction and the learner’s experiences outside of the classroom. The analysis can also inform researchers and teachers about the complexities and nuances of gender identity construction and negotiation in classroom discourse.

Keywords:

• second language learning
• identity positioning
• queer
• agency
• transgender

Acknowledgments

We would like to thank the students and teacher who participated in this study. The writing of the paper was supported by Hawaii Pacific University's Scholarship Endeavor Program. We are indebted to Matthew Prior and this journal's anonymous reviewers for their insightful comments and suggestions on an earlier draft of this paper. We are, however, responsible for any remaining errors.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. although, as Whittle (2006) and Stryker (2006) noted, the label ‘woman’ would be inadequate to capture the trans experience, which is different from that of ‘women born women’.

2. The omission of queer identities and experiences in ESL materials and classroom activities also constitutes this heteronormative discourse (Kappra and Vandrick 2006).

3. The same dichotomy applies to other-positioning (Langenhove and Harré 1999).

4. We maintain an emic approach in our adoption of positioning theory and do not employ storyline analysis, as in Bamberg (2003), for example.

5. The class used an in-house textbook issued by the language institute.

6. This was confirmed by interview data.