Managing Character (Homo)Sexuality in English Language Teaching Textbooks: An Ethnographic Discourse Analysis of the Production of a Local Series in Uruguay.

This article examines the production process of a local English language teaching (ELT) textbook series in Uruguay, focusing on how the (homo)sexuality of Freddie, a male character initially conceived as openly gay, is regulated and made implicit rather than explicit. Using ethnographic critical discourse analysis, the study identifies four main strategies—such as the use of avatars for character representation, semiotic cues, identity stylization, and content disconnection—that collectively dilute Freddie’s sexual identity amid concerns about censorship and the heteronormative perspectives of educational authorities. The findings highlight the complex politics of including sexual diversity in ELT materials, showing how heteronormative ideology shapes textbook content and limits the transformative potential of queer representation in educational narratives.