Abstract:Instructors of Italian are tasked with teaching not only the language, but also the culture. However, critical matters such as sexual identity are frequently not addressed in the Italian-language classroom. Current Italian-language pedagogy solely focuses on language-acquisition proficiency via heteronormative discourses, ignoring the more-diverse reality of Italian culture. This article aims to showcase how using a queer pedagogy based on queer theory can affect learners’ language acquisition and understandin… Show more
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