The "Australian Curriculum: Languages" is based on an intercultural orientation to the teaching and learning of languages. Reciprocal meaning-making, or interpreting self in relation to others as language users, is a key element in an intercultural orientation. The concept of reciprocating is embedded in the language-specific curricula currently being developed. It is therefore worthwhile exploring how this concept can be realised in practice. In this article I report on classroom-based research I undertook in which teachers explored the concept of reciprocating in their teaching and students' learning of French language. I discuss the findings of this study and conclude with a discussion of the value of the concept as a dimension of intercultural language teaching and learning.