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Cisgender and heterosexual norms permeate every level of language classrooms, from textbooks to classroom discourse to teachers' actions, constraining queer/trans learners' ability to be themselves. Yet queer/trans and non-queer/trans learners alike may challenge cisheteronormativity within the language classroom and create new possibilities. We investigate the possibilities of queer/trans learners' agency within these normative structures by bringing together three cases from larger separate projects, examining the context and actions of learners in each setting as they attempt to queer their classrooms to make them habitable. Drawing from Ahmed's queer phenomenology, we analyze the devices that orient students to classroom cisheteronormativity, actions that students and their accomplices may take to breach these norms, and the reactions to and potential of such breaches within the L2 classroom context. We find that orienting devices, including curricular representation, language use, and grading practices, convey implicit and explicit messaging that can limit expressions of gender and sexuality. Yet queer breaches, when not subject to straightening, can lead to new classroom possibilities for expression, playfulness, and identity validation. We conclude by considering the implications of this analysis for practice. [ABSTRACT FROM AUTHOR]

Inspired by Foucault's archaeological proposal and by the urgent need to debate structural cissexisms, this article aims to discuss implications of Freudian and Lacanian psychoanalytic theory in supporting the idea that neurosis is only established with the cisgender and heterosexual division. Excerpts from psychoanalysis were discussed in the production of cisheteronormative discursive conjunctions, and in the production of problematizations of the binary, cisgender and heterosexual normality. Finally, were discussed contemporary uses of the first Freudian topography on the website Escola Sem Partido were discussed, used to attack what is called gender ideology in the same website. Results point out that contemporary uses of psychoanalysis, especially the first Freudian topography, corroborate with the maintenance of binary, cisgender and heterosexual normality; as well as products of psychoanalysis itself that expand the possibilities of identity, such as Lacan's mention of the possibility of a third sex, the Lacanian critique of the Freudian conduct of the Dora case, and the Lacanian proposition, contrary to Aristotelian domestic economy, that the sexual relationship does not exist. [ABSTRACT FROM AUTHOR]