Queer students' experiences of cis-, hetero-, and homonormativities in Japanese language classrooms

Despite growing interest in gender and sexuality, research on the link between gender and sexual identities and language learning has not yet been extensively produced in the field of Japanese language education. The purpose of this study is to investigate the experiences of five queer-identifying students in university-level Japanese language classrooms and the impact their experiences had on queer identity construction and language learning. The data was generated from one-on-one semi-structured interviews and reflective writings over a six-month period through the lens of research as social practice (Moore, 2021d; Talmy, 2010 & 2011). I applied a mix of poststructuralist and queer theories (Norton, 2013; Nelson, 2009) to analyzing the mechanism of queer identity construction in language learning and the framing of curriculum and pedagogy with regard to queer inclusion in Japanese language courses within a university located in the Pacific Western region of Canada. Using Braun and Clarke’s (2006) thematic analysis method, I identified the following three main overarching themes that were of particular concerns for the participants: (1) instructors’ linguistic and/or teaching acts and practices, (2) usage of pronouns, and (3) queer representations in learning materials. The findings show, in some interactions, the participants had positive experiences, which mediated queer identity construction and language learning by opening up possibilities. In other interactions, they experienced struggle due to cis-, hetero-, and/or homonormativity, which marginalized them and hindered access to the language they needed in order to construct their queer identities by policing non-normative linguistic and semiotic acts and regulating queer identity construction. The analysis of the data illustrates all positive and negative interactions as discursively emerged in Japanese language learning, where queer persons exercised agency to become a competent langue user. The implications of the findings highlight the need for queer-inclusive curriculum and pedagogy that validates queer identities and helps to develop queer persons’ criticality and creativity on a discourse level.