Queer immigrants’ performative identity and cultural marginality in the context of queering ESL education

Abstract

Abstract This qualitative study analyzes three gay Chinese immigrants’ experiences and perspectives regarding English hegemony, internalized oppression, and sexual identity using language ideology, social positioning, and performativity. The findings show that speaking English still determines one’s proximity to American culture, and language ideology affects attitudes towards one’s own culture and language. In particular, the study demonstrates a triple marginalization in which participants are more or less marginalized because their inherited American values clash with their marginality, and at the same time, because of their negative experiences with local gay communities and rejection from their own culture, they feel alienated, displaced, and immobile as a result. Additionally, English learning and interacting with LGBTQ content contribute to their language acquisition, sexual identity transformation, and activism development. Queering ESL education is needed because English learners inherit oppressive English ideologies and show discrimination towards other marginalized groups. As a gateway to American society and cultures, ESL classes present opportunities to raise awareness and challenge hegemonic discourse. Furthermore, ESL classrooms can also be powerful places for queer students whose cultures provide little or no validation of their sexuality to cultivate their cultural competence and affirm their place within society.