Journal of Language and Sexuality - Volume 4, Issue 1, 2015

In order to understand how sexual and romantic relations are established and negotiated in discourse, the field of language and sexuality is dependent upon empirical data from naturally occurring spontaneous interaction. However, detailed discussions of research methods are lacking in the field. In this article, I explore ways of accessing intimate spontaneous data in a heterosexual online dating context. Through interactional analysis of three types of online dating interaction, I examine the multi-faceted context for securing informed consent while at the same time preserving participants’ intimacy. I argue that institutionalized informed consent procedures may undercut participant agency and expose symbolic violence towards their carefully built interactional framework. The analysis demonstrates participants’ ability to negotiate ethical issues and to turn such issues into a contribution to the ongoing flirtatious interaction. As a result, I suggest a method that integrates participants’ interactional expertise in the consent-gaining process.

This paper presents a performance-based approach to the study of the phonetic encoding of sexual identity in Italian. Six male speakers were recruited after being controlled for familiarity, interaction, and comfort with members of both hetero- and homosexual communities. They were recorded reading introductory, scientific, and narrative paragraphs with the goals of conveying straight and gay identities, respectively, as well as in an unmarked style. Analysis focused on segmental (vowels, /s/, liquids), suprasegmental, and pragmatic components of performances, the results of which suggest that speakers use a combination of phonetic features to instantiate socially salient identities.

This exploratory study examines the reflection of heteronormativity in English as a Second Language (ESL) reading texts and textbooks aimed at a college-aged audience and a range of proficiency levels. Heteronormativity is the portrayal of the heterosexual sexual identity as the only acceptable and/or normal sexual identity option (Dalley & Campbell 2006). This is often realized through the presentation of only heterosexual relationship structures, while also lacking any alternative relationship structures. The sample for this study consisted of forty-five reading texts/textbooks (ntext = 14; ntextbook = 31). These sample materials were examined by looking for examples of normative relationships and family structures exhibited in the main prose, textual examples, visual elements, and question/discussion activities. After examining the samples, each sample was given a numerical rating on 1–3 nominal level scale; 1 being non-heteronormative, 2 being low-heteronormative, and 3 being heteronormative. The data were then broken down to examine heteronormativity ratings by publisher, text-type, proficiency level, and year of publication. Average heteronormativity ratings were then calculated for each category of the data. These averages were then compared for the types of materials (texts and textbooks) and publishers examined. Changes in the average heteronormativity rating for each 5-year period are also reported. This paper will conclude by highlighting the need for less heteronormative ESL reading materials as these materials often function as valuable identity resources for language learners, and they often allow instructors to create a more diverse classroom environment by queering the classroom discourse.

This article analyses the linguistic and discursive elements which contribute to the production of implicit homophobia. Explicit homophobia has been well documented and strategies for countering discriminatory language have been developed (Baker 2014, Leap 2012). However, our interest here is in documenting implicit homophobia, where homophobic beliefs are only hinted at, are disassociated from the speaker, or are embedded within discursive and argument structures. We decided to analyse the debate in the media around the introduction of equal or same-sex marriage legislation in the UK. We focused our analysis on a series of radio programmes on BBC Radio 4, The Moral Maze (2011–2012), where the issue of same-sex marriage was debated with a team of panelists and invited guests from a range of different organisations. Different perspectives on same-sex marriage were discussed, in a seemingly objective and dispassionate way, where the interactants distanced themselves from homophobic beliefs and yet implicitly subscribed to homophobia. We used an analysis drawing on argumentation structure (Fairclough & Fairclough 2012) and through focusing on stance, recontextualisation, imaginaries, and metaphor, we developed an analysis which made the way that implicit homophobia works more visible. In this way, we hope to foreground implicit homophobia, and develop a linguistic and discursive ‘toolkit’ which will enable it to be challenged and countered.