{"id":1405,"date":"2011-03-27T18:41:10","date_gmt":"2011-03-27T17:41:10","guid":{"rendered":"http:\/\/eltchat.com\/?p=1405"},"modified":"2011-03-27T18:41:10","modified_gmt":"2011-03-27T17:41:10","slug":"addressing-taboo-subjects-in-the-classroom-eltchat-summary-06102010","status":"publish","type":"post","link":"https:\/\/eltchat.org\/index.php\/2011\/03\/27\/addressing-taboo-subjects-in-the-classroom-eltchat-summary-06102010\/","title":{"rendered":"Addressing taboo subjects in the classroom #ELTchat Summary 06\/10\/2010"},"content":{"rendered":"

This is the summary of an #ELTchat from October 2010 – at that time we had not introduced chat summaries to this blog. Here it is kindly contributed by\u00a0Ty Kendall<\/a>, @TyKendall<\/a> on Twitter. Many thanks, Ty!<\/p>\n

 <\/p>\n

The\u00a0chat began with a call to define what subjects are considered to be taboo. Some of the \u201cParsnips\u201d were quickly suggested:<\/p>\n

P\u00a0\u00a0\u00a0\u00a0 for Politics<\/p>\n

A \u00a0 \u00a0\u00a0for Alcohol<\/p>\n

R\u00a0\u00a0\u00a0\u00a0 for Religion<\/p>\n

S\u00a0\u00a0\u00a0\u00a0 for Sex<\/p>\n

N\u00a0\u00a0\u00a0 for Narcotics<\/p>\n

I\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 for \u201cisms\u201d<\/p>\n

P\u00a0\u00a0\u00a0\u00a0 for Pork<\/p>\n

 <\/p>\n

Other areas were suggested such as swearing, violence,\u00a0sexual orientation and sex outside marriage (and children born out of wedlock), royalty, Darwinism, creationism,\u00a0 ghosts etc.<\/p>\n

 <\/p>\n

Some interesting issues were then raised in quick succession:<\/p>\n

    \n
  1. \u008c\u00a0 Who defines what is taboo and what isn\u2019t? Teachers? Institutions? Don\u2019t the students have a say?<\/li>\n
  2. \u008d\u00a0 What is taboo varies greatly and depends heavily on context and geography.<\/li>\n
  3. \u008e\u00a0 The distinction was also drawn between what is actually taboo and what is merely a controversial issue as they are not quite the same thing.<\/li>\n
  4. \u008f\u00a0 Topics may be unavoidable, either because students want to talk about them or because they are so pervasive in the mass media.<\/li>\n
  5. \u0090\u00a0 Need to differentiate educational contexts (EFL\/ESL\/ESOL) some contexts may be more conducive to teaching taboos than others.<\/li>\n<\/ol>\n

     <\/p>\n

    It was noted that as teachers, we have to be careful not to promote generalisations\/ stereotypes and to avoid upsetting or offending anybody.<\/p>\n

    The counterpoint to this argument being that not promoting doesn\u2019t necessarily mean not discussing.<\/p>\n

    A crucial point was raised that if you subscribe to the Kramschian[1]<\/a> school of thought that language and culture go hand-in-hand, how can you escape such topics and discussions.<\/p>\n

    Another tweeter hints that there is an element of responsibility to it. That there is a difference between what a teacher brings up in class and what students choose to bring up themselves.<\/p>\n

    Swearing dominated a large part of the discussion and opinion was divided as to whether teaching swearing is a good idea or not. Much attention was drawn to Michael Swan\u2019s \u201cPractical English Usage\u201d and a nominated chapter in there which deals with taboo language and swearing.\u00a0 No real agreement was reached although the importance of knowing politeness principles (including the appropriacy of swearing perhaps) should be taught to avoid discussions breaking down into lawless brawls.<\/p>\n

    <\/h2>\n

     <\/p>\n

    Questions to ponder about<\/h2>\n

     <\/p>\n