Abstract:
Over the last decade or so, developments in queer theory and queer perspectives have resulted in changes to
the way that identities are viewed. However, the implications for foreign language classrooms are yet to be
fully explored. This paper focuses on the challenges involved in introducing queer theory to the foreign language
classroom. Specifically, it seeks to respond to the question “How does queer travel to the French, Italian
and Japanese classrooms in an Australian university?” In doing so, it considers the challenges which
emerge due to the structures of the languages, the sociocultural
context and the teaching materials used in the
classroom. It is written by experienced teachers as they considered, and in some cases trialled, how to integrate
queer perspectives into their teaching. The challenges addressed here are not exhaustive, but represent
those the authors consider as the most salient at the initial steps of the journey.
