We will explore the ways in which discourses of gender and gendered discourses form a central part of society. To do this, introductions to sociocultural linguistics and gender studies will form a significant part of the course – understanding how to analyse language as it is used and produced by social actors, and also thinking about how we make sense of gender and sexuality in society. No formal background in either fields is required, but having critical thought about these issues is necessary. You should expect to read both foundational and contemporary work from scholars in these fields, and examine data from Asia and beyond.
Classes will be conducted in person unless circumstances change.
A variety of texts will be used in this course. Our primary source of knowledge will be academic texts, but we will also consider other multimodal materials, including excerpts of films, transcripts, and selected media.
The textbook used for this course is Scott Kiesling’s (2024) Language, Gender & Sexuality: An Introduction (Second Edition). It is a beginner-friendly textbook that contains an accessible introduction to the field. This will be supplemented with one optional* journal article every week; reading it (or at least skimming through) will help with following along during the lecture and discussions.
*Part of your assessment includes a group presentation on the reading of the week, so you will have to read the article that you will be assigned for that week.
This course will, unexpectedly, involve discussions on sex, gender, and sexuality. While these should not be taboo subjects, they are sensitive in nature, and can be uncomfortable for some. If you have concerns about any of the assigned readings or assignments, please speak to me before the relevant week, and we will work something out. Of course, you are also free to excuse yourself at any time during class if you find yourself feeling uncomfortable about the topic; there is no need to ask for permission.
Class attendance and participation: 10%
Attendance will be taken every class. Each student is allowed two unexcused absences, meaning that you do not have to supply me with documentation. Your attendance for each class will count for 0.5%, capped at 5%. The other 5% can be earned through productive participation and discussion in class. You should come to class with at least a brief understanding of the material, though this must be the bare minimum. The class will only be as productive as you make it to be, and you will benefit maximally from having robust discussions with me and your peers.
Essay proposal: 20% (Deadline: Week 6)
You will draft an essay proposal that will help you think through your research process as you prepare for the final essay. We will start from the beginning – coming up with a thesis and central argument – all the way through the data you want to examine, your method of data collection, and the literature you intend to consult. This proposal will serve as a scaffolding of knowledge, and allow you to receive feedback before you begin writing your final essay.
Final essay: 40% (Deadline: Week 13)
This assignment is unbridled. You are invited to write a short essay (1500-2000 words) on any of the topics discussed in this course, and you are free to explore any aspect of this topic. The goal of this essay is to demonstrate your understanding of the materials, originality, and research abilities. You must use sociolinguistic and/or linguistic anthropological data from any source (online, ethnographic, archival) in your essay, and analyse it with your choice of discourse analysis. More details will be provided at the start of the course.
Weekly discussions: 30%
A discussion prompt will be posed each week (from Week 3 onwards), tailored to the theme of the lectures. You will write a short response to the prompt (400-500 words each), and submit these responses as a compilation at the end of the semester. An overall grade will then be assigned to these responses, yoked to the clarity of thought, quality of writing, and engagement with the course materials.
You should read the assigned textbook chapter before coming to class. The supplementary reading is optional, but encouraged. My lecture will be based on both readings for the week. All the readings will be uploaded on Moodle.
Introduction: Language, gender, sexuality
|
Week |
In-class reading |
Supplementary reading |
|
1 |
Chapters 1-2 |
None |
|
2 |
Chapters 3-4 |
None |
Origins and trajectories
|
Week |
In-class reading |
Supplementary reading |
|
3 |
Chapter 5 |
Lakoff, R. T. (1973). Language and Woman’s Place. Language in Society, 2(1): 45–80. |
|
4 |
Chapters 6 |
Hall, K. (1995). Lip Service on the Fantasy Lines. In Hall, K. and Bucholtz, M., editors, Gender Articulated: Language and the Socially Constructed Self, pp. 183–216. Routledge, New York. |
Gender and sexuality in talk
|
Week |
In-class reading |
Supplementary reading |
|
5 |
Chapter 8 |
Kulick, D. (2003). No. Language & Communication, 23(2):139–151. |
|
6 |
Chapter 9 |
Kiesling, S. F. (2004). Dude. American Speech, 79(3):281–305. |
– READING WEEK –
|
7 |
Chapter 10 |
Ehrlich, S. (2007). Legal Discourse and the Cultural Intelligiblity of Gendered Meanings 1. Journal of Sociolinguistics 11(4): 452–77. |
Discursive bodies
|
Week |
In-class reading |
Supplementary reading |
|
8 |
Bucholtz, M., and K. Hall. (2016). Embodied Sociolinguistics. In Sociolinguistics: Theoretical Debates, edited by Nikolas Coupland, 173–97. Cambridge: Cambridge University Press. |
Motschenbacher, H. (2009). Speaking the gendered body: The performative construction of commercial femininities and masculinities via body-part vocabulary. Language in Society, 38(1): 1–22. |
|
9 |
Valentine, D., and Wilchins R. A. (1997). “One Percent on the Burn Chart: Gender, Genitals, and Hermaphrodites with Attitude.” Social Text 15 (3/4): 215–22. |
King, B. W. (2018). “Language and Embodied Sexuality.” In The Oxford Handbook of Language and Sexuality, edited by Kira Hall and Rusty Barrett. Oxford: Oxford University Press. |
Media and digitality
|
Week |
In-class reading |
Supplementary reading |
|
10 |
Wong, Andrew D. 2005. “The Reappropriation of Tongzhi.” Language in Society 34 (05).
|
Pak, V. (2023). “Lighting, Signing, Showing: The Circulability of Pink Dot’s Counterpublic Discourse in Singapore.” Journal of Sociolinguistics 27 (1): 24–41. |
Discrimination
|
Week |
In-class reading |
Supplementary reading |
|
11 |
Liu, X. (2020). ‘But if Taiwan legalizes same-sex marriage … ’: discourses of homophobia and nationalism in a Chinese antigay community online. Critical Discourse Studies, 18(4), 429–444. |
Read Chapter 1 of:
Butler, J. (1997). Excitable Speech: A Politics of the Performative. New York: Routledge. |
Conclusion: Trans + non-binary perspectives and beyond
|
Week |
In-class reading |
Supplementary reading |
|
12 |
None.
There will be a short conclusion lecture, and I will discuss the final essay.
|
Konnelly, L. (2021). “Nuance and Normativity in Trans Linguistic Research.” Journal of Language and Sexuality 10 (1): 71–82.
|
To prepare for your essay proposals and final essays, I recommend reading Helen Sauntson’s (2020) volume, Researching Language, Gender & Sexuality. It is also an introductory read for those just starting out in the field, and provides accessible guidelines on how to conduct research in language, gender, and sexuality. This is not mandatory reading, but I hope you will find it helpful as you plan for your assignments. Depending on your own interests, you can find individual chapters on media, interview data, public/private discourses, etc.
Beyond what is already stated, if you need to miss class for any reason, please inform me as soon as you can. I would prefer to operate on the basis of trust – if you have used up both of your unexcused absences, you should try to supply some form of documentation that constitutes an excusable absence, and I will accept it. Of course, if you choose to doctor, edit, or alter your documentation with dishonest intentions, that would be on you.
There will be no make-up lectures.
I only hold office hours by appointment. Please email me about having a chat at least one week in advance, so I can plan ahead. You’ll have the option of doing this over Zoom or in my office. Each session should take no longer than 30-45 minutes; this is in the interest of other students who would also like to meet with me.
I reply to my emails quite quickly, usually within 24 hours. You should feel free to reach out to me about the course, but I also welcome unstructured conversations about my research areas or academia in general. If you encounter any difficulties during the semester, please reach out as soon as you can, so we can work together to help you.
As above, this class will discuss a range of topics in gender and sexuality. I realise that this can be contentious for some, and I will not pretend that this field can be taught outside of politics. You should expect differing opinions and viewpoints during discussions, and these are all welcome. What I will not excuse is discriminatory, abusive, and intolerant behaviour: this is regardless of your politics. I must impress upon all students the need to be civil and respectful.
There is no tolerance for academic dishonesty of any kind.
Academic dishonesty is defined broadly, and can include anything from improper citation (and claiming credit for yourself) to passing off someone else’s work as your own (including resubmission of your past work). If you have even the slightest doubt as to whether a certain practice is dishonest, come to me and we can have a chat.
Any use of generative AI tools to wholly complete an assignment is not allowed. You are permitted to use these tools to brainstorm ideas or conduct editing or proofreading, but this must be acknowledged in the assignment. AI usage and plagiarism is monitored for all submissions on Moodle.