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Taboos and Controversial Issues in Foreign Language Education
This edited volume provides innovative insights into how critical language pedagogy and taboo topics can inform and transform the teaching and learning of foreign languages.
The book investigates the potential as well as the challenges involved in dealing with taboo topics in the foreign language classroom. Traditionally subsumed under the acronym PARSNIP (politics, alcohol, religion, narcotics, isms, and pork). By examining how additional controversial topics such as disability, racism, conspiracy theories and taboo language can be integrated into conceptual teaching frameworks and teaching practice, this edited volume draws on examples from literary texts and pop culture such as young adult novels, music videos, or rap songs and investigates their potential for developing critical literacies. The book considers foreign language teaching outside of English teaching contexts and sets the groundwork for addressing the integration of taboo topics in foreign language education theory, research, and practice.
Filling an important gap in educational research, the book will be of great interest to researchers, academics, and students of foreign language education, critical pedagogy, and applied linguistics. It will also be useful reading for teacher trainers and educators of foreign language education.
The book investigates the potential as well as the challenges involved in dealing with taboo topics in the foreign language classroom. Traditionally subsumed under the acronym PARSNIP (politics, alcohol, religion, narcotics, isms, and pork). By examining how additional controversial topics such as disability, racism, conspiracy theories and taboo language can be integrated into conceptual teaching frameworks and teaching practice, this edited volume draws on examples from literary texts and pop culture such as young adult novels, music videos, or rap songs and investigates their potential for developing critical literacies. The book considers foreign language teaching outside of English teaching contexts and sets the groundwork for addressing the integration of taboo topics in foreign language education theory, research, and practice.
Filling an important gap in educational research, the book will be of great interest to researchers, academics, and students of foreign language education, critical pedagogy, and applied linguistics. It will also be useful reading for teacher trainers and educators of foreign language education.
290 pages, Hardcover
Published February 24, 2023
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Displaying 1 of 1 review
April 28, 2023
An absolutely fantastic, and much needed, work surrounding the use of taboo topics in the EFL classroom. This volume includes both general introductions into the topic, empirical studies, as well as practical applications of how taboo topics can be productively and safely integrated into teaching practices in foreign language education.
I particularly enjoyed chapters 1, 2, 3, 7, and 15.
The theoretical chapters in the beginning of the work provide a fantastic framework and foundation for any teachers looking to inform themselves on the structural and cultural origins of taboos. Summer & Steinbock's empirical study on learner perception of taboos was nothing short of enlightening; having reliable proof of student interest in topics such as discrimination and mental health will, or so I hope, necessarily cause shifts in local curricula. Finally, Silke Braselmann's work on Crticial Race Theory and Anti-Racist teaching is something I can wholeheartedly recommend to any teacher: future, current, or past.
All in all, a well-researched, well-structured and, in my opinion, groundbreaking world in modern EFL didactics.
I particularly enjoyed chapters 1, 2, 3, 7, and 15.
The theoretical chapters in the beginning of the work provide a fantastic framework and foundation for any teachers looking to inform themselves on the structural and cultural origins of taboos. Summer & Steinbock's empirical study on learner perception of taboos was nothing short of enlightening; having reliable proof of student interest in topics such as discrimination and mental health will, or so I hope, necessarily cause shifts in local curricula. Finally, Silke Braselmann's work on Crticial Race Theory and Anti-Racist teaching is something I can wholeheartedly recommend to any teacher: future, current, or past.
All in all, a well-researched, well-structured and, in my opinion, groundbreaking world in modern EFL didactics.
Displaying 1 of 1 review