[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-600908-105":59,"doc-detail-600908-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","disrupting-standard-practice-queering-the-world-language-classroom","Disrupting Standard Practice - Queering the World Language Classroom","","World language education enables students to explore linguistic and cultural identities of target languages, yet critical concerns—especially diverse sexual identities within target cultures and learners—are frequently omitted. The article examines how discourse and knowledge/power can erase particular students’ identities from curricula. Drawing on queer theory/pedagogy, it argues these approaches challenge heteronormativity and reimagine world language education practices so all identities are included.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/disrupting-standard-practice-queering-the-world-language-classroom/600908/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/disrupting-standard-practice-queering-the-world-language-classroom/600908.png","ImageObject",300,407,{"name":92,"@type":93},"mieayamfan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the article argue that world language education often fails LGBTQIA learners?","Question",{"text":112,"@type":113},"It notes that critical issues, including sexual identities, are often avoided in favor of sanitized topics, and that dominant binaries in proficiency-centered practice can exclude marginalized students.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What classroom event is used to illustrate disruption of norms?",{"text":117,"@type":113},"A Spanish role-play assignment about selecting a husband/wife and children is described, where a lesbian student (Kelly) refuses to work with a male-identified partner, disrupting heterosexual norms.",{"name":119,"@type":110,"acceptedAnswer":120},"How does queer theory/pedagogy relate to addressing heteronormativity in WLE?",{"text":121,"@type":113},"Queer theory/pedagogy resists normalcy and can deconstruct standard pedagogical practice, offering a framework to interrogate heteronormativity rather than just promoting inclusion.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600908,1792166821,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Disrupting Standard Practice: Queering the World Language Classroom  \nJames Coda  \nUniversity of Georgia  \nAbstract  \nWorld language education (WLE) offers students the opportunity to explore the linguistic and cultural identities of the target language. However, critical issues, such asthe diverse sexual identities found within the target cultures and of the language learners themselves are often not addressed within the language learning experience. Also implicated are discourse and knowledge/power, which serve to erase certain students’identities from the curriculum. Queer theory/pedagogy, which resists normal (Jagose, 1996), has much to offer WLE related to addressing heteronormativity. Thus, this article explores the myriad ways in which queer theory/pedagogy could potentially be useful in WLE to challenge normative societal assumptions and provide different ways of thinking about WLE practice to include all students’ identities.  \nKey words: world language education, queer theory, discourse, proficiency, power/ knowledge  \nBackground  \n“Ok, class. Does everyone understand the directions for this activity on family? After you choose who will be your husband/wife and children, then you must write a brief script for your performance in front of us.  \nWho’s all working together? Let’s see. Kevin (all names are pseudonyms), you are with Lisa, correct? Ok. Aaron, you and Jill are a couple. Uh huh.  \nBen and Rachel, you’re going to be their children. Excellent! Kelly, who are you going to work with? Are you and John working together? Oh, you’re not? So, Kelly, you’re going to work with Tara instead?”  \nThis situation represents a moment from my classroom experience as a Spanish teacher in a rural, southeastern part of the United States. While creating a role play where students were to choose a husband/wife, as well as children, a student, Kelly, who self-identified as a lesbian, decided to work with another student who was female, instead of a male-identified student. Although at the time, I was inadvertently perpetuating heterosexuality as the norm by asking my students to assume specific gender and sexuality roles based upon my own reading of their identities, Kelly’s momentary disruption of heterosexual norms through a refusal of the heterosexual identity was a surprise.  \nAs a gay-identified, former Spanish teacher in a rural area of the Southeastern United States, I often had to navigate a public and private life in my teaching, which affected the conversations afforded in the classroom. Additionally, the veil  \nDisrupting Standard Practice: Queering the World Language Classroom 75  \nof teacher professionalism (Connell, 2015) was consistently a regulating aspect in my pedagogical practice. Although there were limits placed upon what was allowed in the classroom, I now often wonder what could have transpired differently had I chosen to engage with the disruption in “normal” that Kelly created through refusing to repeat heterosexual norms. Moreover, drawing upon the principles of queer pedagogy, which challenges normalcy (Britzman, 1995), and social justice, or “the sharing social power and benefits equitably”(Osborn, 2006, p. 26), what other possibilities could have been afforded to challenge heterosexual norms in the classroom?  \nThe Potential for World Language Education to be a Critical Space  \nWorld language education (WLE) introduces students to the linguistic and cultural aspects of the target language, while encouraging reflection on comparable and competing elements in the students’ languages and cultures. While WLE fosters exploration of other cultures’ norms, critical issues are often avoided in favor of sanitized topics (Kubota, Austin, & Saito-Abbott, 2003; Osborn, 2006), especially when considering sexual identities (see Nelson, 2006). Thus, Lesbian, Gay, Bisexual, Transgender, Questioning/Queer, Intersex, Asexual (LGBTQIA) students’ identities are often rendered invisible in the curriculum and materials (Cami","cbCaisHVVa1Kdxn1","https://ap.wps.com/l/cbCaisHVVa1Kdxn1","pdf",142235,16,"English","# Abstract\n## Background\n## The Potential for World Language Education to be a Critical Space\n## Queer theory and pedagogy in WLE","[{\"question\":\"Why does the article argue that world language education often fails LGBTQIA learners?\",\"answer\":\"It notes that critical issues, including sexual identities, are often avoided in favor of sanitized topics, and that dominant binaries in proficiency-centered practice can exclude marginalized students.\"},{\"question\":\"What classroom event is used to illustrate disruption of norms?\",\"answer\":\"A Spanish role-play assignment about selecting a husband/wife and children is described, where a lesbian student (Kelly) refuses to work with a male-identified partner, disrupting heterosexual norms.\"},{\"question\":\"How does queer theory/pedagogy relate to addressing heteronormativity in WLE?\",\"answer\":\"Queer theory/pedagogy resists normalcy and can deconstruct standard pedagogical practice, offering a framework to interrogate heteronormativity rather than just promoting inclusion.\"}]","Disrupting Standard Practice - Queering the World Language Classroom | PDF",1792091615]