Accommodating taboo language in English language teaching: issues of appropriacy and authenticity

Abstract

Culturally specific language practices related to vernacular uses of taboo language such as swearing represent a socially communicative minefield for learners of English. The role of classroom learning experiences to prepare learners for negotiation of taboo language use in social interactions is correspondingly complicated and ignored in much of the language teaching research literature. English language teachers confront not only obstacles to effective development of sociolinguistic and cultural knowledge in classroom instruction, and failure of course-books to address taboo language, but also uncertainties they themselves have about addressing such obstacles and omissions. In this paper, we draw on interview data from three experienced teachers of English as an additional language, to explore their perceptions and classroom practices in relation to taboo language. In particular, we explore the situational appropriateness of mild taboo swearing using the lexical item, bloody, which has a strong positioning in Australian language culture. Dilemmas surrounding this potentially troublesome item of Australian English are foregrounded in relation to the extent to which often neglected, but widely used taboo language is actually 'taboo' in the classroom.

How Slang Contributes to Euphemism in Communication: A Case Study of Widal Slang Language (WSL) of Sundanese Society in Sukabumi, West Java Indonesia

“…This study investigates the slang language usage as a euphemism used by adolescents when they are communicating with adults to avoid taboo. Slang is an informal languange used in a certain community [5] while taboo is the avoided language related to obscenities, profanities, swearing and cursing [6] which is available in one culture but might not be necessarily considered as taboo in another culture [7]. Once the Sundanese society in Sukabumi use Sundanese language in their conversation (in an informal situation), some of them will use WSL as euphemism because it is more socially acceptable to listen to especially for WSL users.…”

“I think I sound stupid if I try to use those words”: The role of metapragmatic awareness in the study abroad language classroom

“…Vernacular expressions “represent a potential social minefield for language learners” (Liyanage, Walker, Bartlett, & Guo, , p. 114). An incomplete knowledge of the social consequences of using vernacular, especially when it has a taboo meaning, can deter language learners from using it at all in the L2, even in situations when it is expected (Dewaele, ; Fernández, ).…”

“…A large portion of the applied literature promoting a pedagogical focus on taboo words in the language classroom (e.g., Gale & Fernández, ; Horan, ; Liyanage et al, ; Mercury, ) has remained on the theoretical level without providing concrete pedagogical activities upon which language instructors can easily base their daily practice. Moreover, language instructor–training programs tend to offer little by way of instruction on how to teach pragmatics.…”

The Use of Descriptives and Expressives by ESL Learners: Investigating the Relevance of Interpretation and Context.

“…Despite their strong role in providing cues to emotion, and intent, understanding the reliability of expressive signals could be challenging for ESL learners, and therefore understanding how to define these may be crucial for effective teaching approaches. However, the area is not very well explored, and focus has generally been on the use of these elements of language, or in expressive writing, rather than identifying whether context plays a part in interpretation (Smith, 2013;Mercury, 1995;Horan, 2013).In this context, as Liyanage et al, (2015) suggest, explicit instruction in expressives, particularly those that are focused on swearing or taboo language would be beneficial to ESL students wishing to achieve a native like speech in English. However, in order to be able to do this, greater understanding of the role of expressives and descriptives as emotive terms is required.…”