Drawing on ethnographic data, this article chronicles a Japanese queer immigrant's English learning experiences in a metropolitan area in western Canada. Informed by sociocultural theories and identity-centred approaches to Second Language Acquisition (SLA) research, I highlight the significance and interconnection between social identity, ideology, and language learner agency in second language (L2) learning, teaching, and education. Over a seven-month span, I investigated two research questions targeting the ideological constraints and potential coping strategies in the key participant's English learning. Nexus analysis is applied as the methodological framework. Following a three-step procedure, I first illustrate my positionality as a researcher and the rationale of the project. I then conduct critical discourse analysis delving into two featured social actions selected from the database generated through ethnographic observations, semi-structured interviews, and participant's reflective journals. I conclude with a discussion of how SLA researchers and educational practitioners can better support marginalized immigrants' L2 learning. Building on this case, I propose an allyship-centred approach in L2 teaching and researching and a model of collaborative working between researchers and educational practitioners to provoke more equitable nexuses of practice in immigrants' L2 education.