Taboos And Issues
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Taboos And Issues
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1. Death
2. Nudity
3. Politically incorrect jokes
4. Taboo conversation topics
5. lt should be banned!
6. Not my type
7. Sex for sale
8. Swearing
9. Torture
10. Sexual harassment
11. Bribery and corruption
12. Designer babies
13. Children who k i l l
14. Gays and jobs
15. Animal rights
16. Marriage - for better or for worse
17. Nobody needs a gun
18. The sale of human organs
19. AIDS
20. Telling lies
21. Abortion
22. National stereotypes
23. Cheating on your partner
24. Are you happy with your body?
25. lmmigration and racism
26. Changing sex
27. ls this news?
28. The right to die
29. Old enough to be her grandfather!
30. Big Brother is watching!
31. Anxiety and depression
32. Gay families
33. Begging
34. Compensation culture
35. Sport and money
36. Vanity
37. Legalising drugs
38. Turning the other cheek
39. The death penalty
40. Addictions
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Language T eaching Publications, 2001 80pp.
A great deal has been written about the lightness of
much EFL material, and it is the major coursebook
publishers which have come in for most criticism.
On the whole, appealing to the global market does
not lead to risk-taking. Rinvolucri (1999: 14) notes
that ‘The EFL discourse world avoids the shadow
side of life with little or no reference to death,
poverty or war .’ Thornbury (1999: 16) adds to this
list when he bemoans the lack of mention of
homosexuality in EFL coursebooks, saying that
‘Gayness is about as omitted as anything can be.’
This lack of what we might call ‘realness’, and the
supremacy of linguistic form over content, have
been the main two criticisms. So why is the EFL
material world so far from real life? One reason is
that in the absence of a real culture to root itself in,
apart from a heterogeneous global culture, EFL has
had to invent one. This leads to a world in which
nothing too o¤ensive happens, or is even
mentioned. Rinvolucri’s (1999: 12) ‘ EFL sub-
culture’, with its ‘soft, fudgey , sub-journalistic,
woman’s magaziney world of EFL ese course
materials’, or Pulverness’s (1999: 6) ‘rarefied
atmosphere of C osmopolis’, do not easily lend
themselves to the status of important global
Then there is the matter of linguistic form. As
Thornbury points out (1999: 15), talking about the
coursebook: ‘Form is safe. It sells books. Meaning,
relevance, engagement: these are unstable, fickle,
not safe.’ In a world in which subject matter is
almost always subservient to the god of language,
one can sometimes feel that both materials and
classrooms have been stripped of anything truly
T aboos and Issues is not a coursebook, however , and
supplementary materials have always been able to
get away with more. Not having to please the entire
world helps. There are still hazards, though, in
addressing the weightier side of life. I was
interested to see how the authors would manage
these questions of cultural context and focus on
form through the material. And, perhaps most
crucially , to see whether a teacher could use these
materials to meaningfully engage her students in
The idea behind the materials is to provide a set of
‘straightforward, easy- to-use’ lessons on
controversial topics. Aimed at students of
‘intermediate level and above’, the 40 topics range
from the death penalty , through sexual harassment,
gay families, AIDS , euthanasia, and the legalization
of drugs. Each unit is presented on a double page,
with discussion questions and text on the left-hand
side, and language work and further discussion
activities on the right. The material is
photocopiable, and the layout lends itself to this.
The authors point out in the Introduction that they
expect the material to be used by ‘experienced
teachers’, and so the teachers’ notes have been
kept to a minimum. There are also some wise
words about how to deal with the ‘sensitive nature’
of much of the material. This is a kind of necessary
health warning, since the authors and publishers
have not steered clear of any contentious topic.
Some topics are potentially more controversial
than others, depending of course on the situation.
The astute teacher will think carefully about context
before plunging into the units on Gays and Jobs, or
Abortion, or T orture. Indeed, almost all of the
topics require a good knowledge of the context, and
Each unit starts with a discussion activity , which
both introduces relevant vocabulary and entices the
student into thinking about the topic. Sensibly , the
teachers’ notes at the beginning of the book
suggest that the student should be given time to
think about the topic silently before going into pairs
or small groups. In the unit ‘It should be banned!’,
for example, there is an activity which invites
students to think about whether such issues as
smoking inside public buildings, abortion pills,
smacking children, topless sunbathing, and
smoking marijuana are banned in their own
country . They then have to compare with other
This discussion activity is followed by a reading
task which o¤ers four articles on laws in four
di¤erent countries: topless sunbathing in Brazil,
fox-hunting in England, smoking bans in the USA ,
and a Ku Klux Klan rally in an unnamed context, but
presumably also the USA . The articles are quasi-
authentic, and read fairly naturally . Reading tasks
are varied; true/false questions, prediction
questions, filling in a table, and questions which
allow the student to express their own opinion
about the facts presented. In the case of ‘It should
be banned!’, students are given two or three
questions on each short text. Again, there is plenty
of potential for students to compare ideas and
I tried out this unit with a group of Dutch teachers
with upper-intermediate level English. This was
ambitious on a number of fronts. Firstly , the Dutch
are famous for their unshockability . Drugs?
Prostitution? Gay marriage? Euthanasia? Y ou name
it, the Dutch have discussed it at length, and
usually decided in favour . Secondly , this kind of
material obviously works best in a multicultural
class, a fact which is perhaps true of much of the
book. These topics are certainly challenging
enough, and a multinational group containing a
couple of Dutch students would really do it justice.
More worryingly , I found that the complexity of the
language and vocabulary did not hold up very well
at this level, despite the fact that it is called
‘intermediate and above’. I found, as I find with
many materials, that I wanted to supplement it with
something really authentic and ‘here and now’.
This was both because of the linguistic complexity
issue, and because it’s always a good idea to take
advantage of students’ real world preoccupations. I
was able to do this as a prominent Dutch politician
had been assassinated a few days before, and
everyone was talking about how to ban guns. I
could therefore bring in a Herald T ribune article on
the topic, which made the whole lesson more
challenging. This is as it should be: the responsive
teacher will find ways of really engaging their
students in the topic and of challenging them.
So what of my ‘real cultural context’ question? Not
much ‘fudginess’ here. Most of the texts are rooted
in specific cultures, and deal with real events. In the
unit on torture, for example, one of the articles
deals with Dr Sheila C assidy’s real experience
during the coup in Chile in 1975. In the unit
‘Nobody needs a gun’, the reading passage is
about the C olumbine massacre in the USA in 1999.
These are useful texts. Most teachers know that
when a particular topic comes up, it’s always good
to have a real situation, and it’s not always easy to
find something in today’s newspaper .
Then, of course, comes the section on language.
Well, we knew it had to happen. It would be too
much to think we could have material which aimed
at really engaging learners in meaningful subject
matter without then giving them a cloze text or a
collocation exercise. In fact, though, the authors
have worked hard to make the language section as
unobtrusive as possible. Many of the exercises are
on vocabulary rather than manipulation of form—
and, of course, they can be left out of the lesson
itself. I’ve always thought it a great pity to get the
students really engaged in the topic and then get
them to do an exercise which exhorts them to ‘read
through the text again and find the verbs which go
Each unit ends with a further discussion section.
Again, the formats are diverse, so that if a teacher
decides to use this material on a regular basis,
there is always some variety . There are debates,
small group discussions of specific situations, and
opportunities to ‘choose your favourite quotation’,
among others. One of the attractive features of
these activities is that they allow for a high level of
personalization. ‘What would you do in this
situation?’ is a good way of ensuring that students
So what of learner engagement, that ‘fickle’ and
‘unstable’ quality? I believe that working on real
topics in the classroom is one of the best ways of
engaging learners and promoting real learning.
T aboos and Issues is a brave and useful book. The
thoughtful teacher will use it to tune into her
students’ own agenda, perhaps even inviting them to
choose their own topics. Whether the teacher is able
to truly engage her students using this material will
ultimately depend on her own skill and judgement.
Above all, heaviness needs a lightness of touch.
Pulverness, A. 1999. ‘Context or pretext ? Cultural
content and the course book’. Folio V ol. 5/2: 5–10.
Rinvolucri, M. 1999. ‘The UK , EFL ese sub-culture
and dialect’. F olio Vol. 5/2: 12–14.
Thornbury , S. 1999. ‘Window-dressing vs. cross-
dressing in the EFL sub-culture’. F olio Vol. 5/2:
Sue Leather runs Excel T raining Services, a training
company based in the Netherlands which operates
internationally . She has extensive experience of EL T ,
particularly in the fields of teacher training and
management. She is a frequent contributor to
international conferences, and writes regularly for
EL T journals. Her main professional interests are in
the management of change in developing contexts
and cross-cultural teacher training.
Sue Leather is also a writer of short stories and
original readers, as well as books on methodology .
Her publications include a range of readers in the
Cambridge University Press Cambridge English
... Teachers should not have an intention of breaking taboos rather than using them for educational purposes (MacAndrew & Martinez, 2001). Teachers should give their students the opportunity to raise taboo subjects (Leather, 2003) , but always keep in mind that it is a language lesson (Bronner, 2002;Whiley, 2006). It is also important to take into account MacAndrew and Martinez's (2001) warning that teachers should use taboo topics sensitively with students whom they know very well and Deckert's (1996) suggestion that teachers should follow the discussion closely in order to prevent possible overreactions. ...
... In spite of the motivating aspect of taboo subjects, it can be really hazardous and risky to address them in the language classroom due to certain drawbacks (Leather, 2003; Small, 2003). Controversial topics can create personal animosity or reinforce cultural stereotypes; misunderstandings and tensions can occur (Senior, 2007). ...
... Open questions like 'Do you know anyone who…?' should be preferred as a better choice than pair or group discussions in order to prevent a high level of personalization (Dellar, 2006). On the other hand, Leather (2003) suggests that personal questions about what the person would do in a particular situation should be preferred to maximize student participation, which is in parallel with Skopinskaja's (2003) argument that personalizing the foreign language learning is a positive attempt. ...
The present study investigated Turkish EFL students' attitudes towards class discussion of two topics generally perceived as taboo in the Turkish society, namely homosexuality and adultery/pre-marriage sex, for the purpose of testing the motivational value of such topics in EFL speaking classes. Another purpose of the study was to analyze Turkish students' reactions to the materials and activities used in a lesson on homosexuality and adultery/pre-marriage sex. To these ends, questionnaires were given before and after the discussions. The participants were asked about how disturbing they found the materials and activities used during these discussions. The results indicate that the students both enjoyed and learned a lot during these discussions and they did not find the materials and activities used in these lessons disturbing at all. In fact, statistical analysis of the related survey items revealed that the participants' attitude towards the whole idea and process of using taboo topics in the classroom was highly positive.
... When it comes to language, certain things are not supposed to be said or referred to. Language learners are inclined to express themselves on a range of real topics (Dellar, 2006) and stimulating real learning through the introduction of such topics is an effective way to engage students (Leather, 2003) . However, the discourse in English as a foreign language (EFL) classes does not provide learners with this opportunity (Rinvolucri, 1999) and thus their needs are not met properly (Kaye, 2006). ...
The cultural practices related to local uses of certain topics are socially communicative minefield for English learners. The purposes of this study were twofold. First, the cultural linguistics framework was employed to investigate the appropriateness of cultural conceptualizations (CCs) of taboo topics in Iranian EFL classes. A revealing result was that students do not feel embarrassed or uneasy about using CCs of taboo topics. Second, the study attempted to explore teachers' and students' perceptions about the effects of employing taboo topics in EFL classes by means of interviews. The results indicate that teachers need to be cognizant of the forbidden nature of these topics and approach them critically via CCs to avoid insulting students. They also provide a basis for pedagogical implications for instructors in Iran teaching English as a foreign language.
... In her own words, 'there is little for adolescents to get their teeth into; there are very few life hooks' (ibid.: 328). This idea of lack of realness, as Leather (2003) puts it in her review of a textbook based on thought-provoking issues and taboos, has led to the belief that textbooks produced for an international audience are bland, and, to put it simply, boring. ...
This is a feature in which individuals are invited to express their personal, and sometimes controversial views on professional
issues. These views are not necessarily those of the Editor, the Editorial Panel, or the Publisher. Reaction to Comment features
is especially welcome in the form of a letter to the Editor.
Language functions “as a way of defining experience for its speakers” (Hoijer, 1991, p. 245) and a way of shaping the world they see (McGrath, 2002). Course evaluators have long recognized that textbooks which have served one environment effectively might fail in another (e.g., McDonough & Shaw, 1993), and in many cases, in trying to take on board the need of all learners, course materials end up not engaging anyone (Tomlinson, 2003). Since coursebooks reflect the writer’s knowledge and view of the world, when they are transferred to be used by the people whom the writer knows little about, irrelevance of content and subject matters are likely to result.
Context or pretext ? Cultural content and the course book
Pulverness, A. 1999. 'Context or pretext ? Cultural
content and the course book'. Folio Vol. 5/2: 5-10.
The UK, EFLese sub-culture and dialect
Rinvolucri, M. 1999. 'The UK, EFLese sub-culture
and dialect'. Folio Vol. 5/2: 12-14.
Window-dressing vs. crossdressing in the EFL sub-culture
Thornbury, S. 1999. 'Window-dressing vs. crossdressing in the EFL sub-culture'. Folio Vol. 5/2:
15-17.
Even though there is a well-documented methodology for ethnographic observation in emotionally difficult situations involving sometimes intimate, taboo (or even illegal) responses, two major concerns that arise in such instances must serve as guideposts for researchers who are called upon to study tragic situations: the first is the way researchers relate to other people in emotionally difficult ... [Show full abstract] circumstances and the second, the manner in which sociologists can act as spokespersons in intimate, unusual and taboo situations. This article deals specifically with life-ending decisions in cases of neonatal resuscitation.
December 2017 · Nursing and Residential Care
Mental health is something that affects all facets of a person's life, despite the strong taboo against speaking openly about it. In this article, Adrian Ashurst explains the impact that poor mental health can have on both the staff and the home as a whole
10 pages The fundamental role of education is universally stressed. But education systems everywhere are undergoing crisis. This article outlines five major challenges which education systems must face today. It goes on to identify 11 major crisis factors which have emerged since the qualitative expansion of education in the 1960s. Having thus questioned many dominant ideas about education, the ... [Show full abstract] article goes on to pinpoint five key education questions which will have to emerge, even if at present they are still taboo
October 2012 · SSRN Electronic Journal
The article is about how to deal with equity analysts and fund managers in a company visit meeting. This is about the importance of investor relations management and how to get the most out of it and avoid the common mistakes.
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