Stylizing L2 and Performing Masculinity: An Immigrant Adolescent Boy’s Identity Negotiation and Language Learning in One U.S. ESL Classroom

Research output: Contribution to journalArticle

Abstract

Immigrant adolescent male students and their identity negotiation remain under-examined in the field of language and literacy education research. This paper reports a classroom discourse study examining the relationship between masculinity performances and language learning of one immigrant boy, Tiger, in one English as a second language (ESL) classroom. Using discourse analysis of classroom interactions, field notes and documents, I illustrate that Tiger stylized his L2 speech and appropriated the classroom language practice to perform a funny and “laddish” masculinity. I theorize his L2 stylization as “doing funny,” a discursive practice of performing a dominant form of masculinity to gain hegemonic power and an act of subverting the routinized and non-engaging language instruction for identity performance. His masculinity performances, deeply intertwined with the interactional process of teaching and learning of language, conflicted with the instructional goals set by the teacher, ultimately leading to him being identified as a “problem” student. This study underscores the need for teachers to be cognizant of the complexity in multilingual young men’s masculinity negotiation, to recognize the interdependence of identity performances and language learning, to disrupt boys’ internalized notions of masculinity, and to decenter the power and control between the student, the teacher and the school.
Original languageEnglish (US)
JournalResearch in the Teaching of English
Volume52
Issue number4
StatePublished - 2018

Fingerprint

masculinity
immigrant
adolescent
classroom
language
learning
performance
teacher
process of teaching
language instruction
student
interdependence
discourse analysis
literacy
discourse
interaction
school
education

Keywords

  • immigrant adolescents
  • identity negotiation
  • masculinity performances
  • L2 stylization
  • discourse analysis

Cite this

@article{d007182de9bc499fad4b18b23bc0e240,
title = "Stylizing L2 and Performing Masculinity: An Immigrant Adolescent Boy’s Identity Negotiation and Language Learning in One U.S. ESL Classroom",
abstract = "Immigrant adolescent male students and their identity negotiation remain under-examined in the field of language and literacy education research. This paper reports a classroom discourse study examining the relationship between masculinity performances and language learning of one immigrant boy, Tiger, in one English as a second language (ESL) classroom. Using discourse analysis of classroom interactions, field notes and documents, I illustrate that Tiger stylized his L2 speech and appropriated the classroom language practice to perform a funny and “laddish” masculinity. I theorize his L2 stylization as “doing funny,” a discursive practice of performing a dominant form of masculinity to gain hegemonic power and an act of subverting the routinized and non-engaging language instruction for identity performance. His masculinity performances, deeply intertwined with the interactional process of teaching and learning of language, conflicted with the instructional goals set by the teacher, ultimately leading to him being identified as a “problem” student. This study underscores the need for teachers to be cognizant of the complexity in multilingual young men’s masculinity negotiation, to recognize the interdependence of identity performances and language learning, to disrupt boys’ internalized notions of masculinity, and to decenter the power and control between the student, the teacher and the school.",
keywords = "immigrant adolescents, identity negotiation, masculinity performances, L2 stylization, discourse analysis",
author = "Kongji Qin",
year = "2018",
language = "English (US)",
volume = "52",
journal = "Research in the Teaching of English",
number = "4",

}

TY - JOUR

T1 - Stylizing L2 and Performing Masculinity: An Immigrant Adolescent Boy’s Identity Negotiation and Language Learning in One U.S. ESL Classroom

AU - Qin, Kongji

PY - 2018

Y1 - 2018

N2 - Immigrant adolescent male students and their identity negotiation remain under-examined in the field of language and literacy education research. This paper reports a classroom discourse study examining the relationship between masculinity performances and language learning of one immigrant boy, Tiger, in one English as a second language (ESL) classroom. Using discourse analysis of classroom interactions, field notes and documents, I illustrate that Tiger stylized his L2 speech and appropriated the classroom language practice to perform a funny and “laddish” masculinity. I theorize his L2 stylization as “doing funny,” a discursive practice of performing a dominant form of masculinity to gain hegemonic power and an act of subverting the routinized and non-engaging language instruction for identity performance. His masculinity performances, deeply intertwined with the interactional process of teaching and learning of language, conflicted with the instructional goals set by the teacher, ultimately leading to him being identified as a “problem” student. This study underscores the need for teachers to be cognizant of the complexity in multilingual young men’s masculinity negotiation, to recognize the interdependence of identity performances and language learning, to disrupt boys’ internalized notions of masculinity, and to decenter the power and control between the student, the teacher and the school.

AB - Immigrant adolescent male students and their identity negotiation remain under-examined in the field of language and literacy education research. This paper reports a classroom discourse study examining the relationship between masculinity performances and language learning of one immigrant boy, Tiger, in one English as a second language (ESL) classroom. Using discourse analysis of classroom interactions, field notes and documents, I illustrate that Tiger stylized his L2 speech and appropriated the classroom language practice to perform a funny and “laddish” masculinity. I theorize his L2 stylization as “doing funny,” a discursive practice of performing a dominant form of masculinity to gain hegemonic power and an act of subverting the routinized and non-engaging language instruction for identity performance. His masculinity performances, deeply intertwined with the interactional process of teaching and learning of language, conflicted with the instructional goals set by the teacher, ultimately leading to him being identified as a “problem” student. This study underscores the need for teachers to be cognizant of the complexity in multilingual young men’s masculinity negotiation, to recognize the interdependence of identity performances and language learning, to disrupt boys’ internalized notions of masculinity, and to decenter the power and control between the student, the teacher and the school.

KW - immigrant adolescents

KW - identity negotiation

KW - masculinity performances

KW - L2 stylization

KW - discourse analysis

M3 - Article

VL - 52

JO - Research in the Teaching of English

JF - Research in the Teaching of English

IS - 4

ER -