Language, sexuality and inclusive pedagogy

Abstract

This paper examines linguistic practices of inclusion and exclusion relating to sexual orientation and sexual identity as they surface in the context of language education and multilingual contexts. I argue that queer linguistics can provide a helpful theoretical framework for examining how normative and non‐normative constructions of sexual identity are enacted inscribed in language practices in classrooms, and how these language practices may effect particular discourses of sexuality. I examine extracts of interview data with young people analysed using appraisal analysis. The analysis focuses on how language works as a form of social practice which can include and exclude sexual identities in classroom settings.