Taboo Language - Is There A Place?Regarding the topic of teaching slang I think it is safe to say that the main things to keep in mind are a) most slang is not inherently ‘bad’ or taboo, and b) when teaching slang terms, it is probably best to do it as part of a broader context – since most slang is related to context (e.g. slang used between friends as greetings, hip-hop slang) (True dat!).
With that said, please check out the following notes and mini-lecture to get my take on teaching slang, profanity, and taboo language in your ESL/EFL classes. Please watch the mini-lecture at the bottom of the page. |
Pop quiz: How many times have you sworn or used profanity today? How many times have you heard ‘bad’ language today? For many of you (the honest ones) the answer will be quite a lot.
Or how about this one. How many newspaper headlines rely on risqué puns? That's right. Many of them do.
Yo, Teach - What The Hell Are You Talking About?
There is no escaping it – ‘bad’ language permeates society. In English it can be found in everything from verses of the Bible to the works of Shakespeare, from the small screen to the big, and from the schoolyard to the White House.
As true as this may be, many teachers often question the appropriateness of teaching such language in second language classrooms. Like much in life, there is no simple answer. This decision ideally needs to be made by the teacher/institution in conjunction with the student (or even exclusively by the teacher – after considering the student’s needs and wants).
For the sake of transparency, I will say that yes, I do teach my adult students about profanity and taboo language - if they are interested. After all, it has been reported that approximately 0.5% – 0.7% (ranging from 0.0% to 3%) of what we (the average L1 English speaker) say each day may fall into the ‘profane’ or ‘bad word’ category (this is about as often as we use first person plural pronouns – we, us, our, ours). And this stat does not even include how often you hear or read profanity.
Now, you may have noticed that I said I teach my students about profanity and taboo language. That means I do not teach them lists of swear or curse words – not at all.
What I do is explain the different types of language that may be considered profane or taboo and then explain when, how, and why (idiomatic, abusive, emphatic, cathartic, dysphemistic, as a euphemism) these words/expressions are used in English. I follow this up with some examples of profanity from the Bible, famous poets, Presidents, Shakespeare, book titles, and songs etc., to show how prevalent profanity really is.
Finally, I dispel many of the myths regarding profanity and taboo language (swearing shows a lack of intelligence, swearing shows a lack of creativity, etc.) as well as highlight some of the more interesting facts (most children learn their first swear word before the age of 6, swearing for pain relief, swearing can build bonds, swearing changes as society changes, etc.).
I do this not to shock, but as a way of illustrating the prevalence of profanity in the English language, and to show that profanity is not always used to offend. I also do it to make sure my students understand that this is a lesson and not just some bald (albeit handsome) guy being obscene for no reason.
On this page I am not trying to convince you to include the teaching of profanity and taboo language in your classrooms – that is not my role (I do not know you, your situation, or your students – so I am not in a position to offer advice on such a sensitive topic) – I will however provide a list of tips that you might find useful if you decide to teach your adult students about profanity and taboo language.
Please use the following APA citation style to reference my writing and lectures
Wedlock, J. S. (2020). Teaching Taboo Language in Adult Second Language Classes: Is There a Place? JoshESL. https://www.joshesl.com/teaching-swearing-and-taboo.html
Or how about this one. How many newspaper headlines rely on risqué puns? That's right. Many of them do.
Yo, Teach - What The Hell Are You Talking About?
There is no escaping it – ‘bad’ language permeates society. In English it can be found in everything from verses of the Bible to the works of Shakespeare, from the small screen to the big, and from the schoolyard to the White House.
As true as this may be, many teachers often question the appropriateness of teaching such language in second language classrooms. Like much in life, there is no simple answer. This decision ideally needs to be made by the teacher/institution in conjunction with the student (or even exclusively by the teacher – after considering the student’s needs and wants).
For the sake of transparency, I will say that yes, I do teach my adult students about profanity and taboo language - if they are interested. After all, it has been reported that approximately 0.5% – 0.7% (ranging from 0.0% to 3%) of what we (the average L1 English speaker) say each day may fall into the ‘profane’ or ‘bad word’ category (this is about as often as we use first person plural pronouns – we, us, our, ours). And this stat does not even include how often you hear or read profanity.
Now, you may have noticed that I said I teach my students about profanity and taboo language. That means I do not teach them lists of swear or curse words – not at all.
What I do is explain the different types of language that may be considered profane or taboo and then explain when, how, and why (idiomatic, abusive, emphatic, cathartic, dysphemistic, as a euphemism) these words/expressions are used in English. I follow this up with some examples of profanity from the Bible, famous poets, Presidents, Shakespeare, book titles, and songs etc., to show how prevalent profanity really is.
Finally, I dispel many of the myths regarding profanity and taboo language (swearing shows a lack of intelligence, swearing shows a lack of creativity, etc.) as well as highlight some of the more interesting facts (most children learn their first swear word before the age of 6, swearing for pain relief, swearing can build bonds, swearing changes as society changes, etc.).
I do this not to shock, but as a way of illustrating the prevalence of profanity in the English language, and to show that profanity is not always used to offend. I also do it to make sure my students understand that this is a lesson and not just some bald (albeit handsome) guy being obscene for no reason.
On this page I am not trying to convince you to include the teaching of profanity and taboo language in your classrooms – that is not my role (I do not know you, your situation, or your students – so I am not in a position to offer advice on such a sensitive topic) – I will however provide a list of tips that you might find useful if you decide to teach your adult students about profanity and taboo language.
Please use the following APA citation style to reference my writing and lectures
Wedlock, J. S. (2020). Teaching Taboo Language in Adult Second Language Classes: Is There a Place? JoshESL. https://www.joshesl.com/teaching-swearing-and-taboo.html
The following list is based on 6 years of experience teaching this topic (trial and error really helped me develop these tips). It is also based on interviews that I conducted with 20 native English speaking teachers, 20 adult students (all from South Korea), and 20 non-native (Korean speaking) English teachers on the topic of teaching profanity and taboo subjects in EFL classes in Korea (as well as research involving 32 Korean adults - see below for references).
Ten Tips for Teaching Profanity and Taboo Language.
1. Ask your students if it is a topic they are interested in.
2. It might be best if female teachers address the topic with female students (and males with males).
3. Explain the culture and prevalence of profanity as used in the target language. Explain where it can be found and how it is used. Explain any historical tidbits or fun facts etc.
4. Ask your students where and when they use profanity in their own language. Compare and contrast.
5. Keep it professional. This is not a lesson aimed at teaching someone to swear or curse – it should be approached with professionalism and with the goal of aiding understanding and communication. After all, profanity is predominantly used to express emotion.
6. Gauge your students’ reactions – stop the class if you sense they are uncomfortable.
7. Respect the local culture and the belief systems (e.g. customs, religion, moral code, etc.) of your student – do not force your opinion (positive or negative) onto the student. In some cultures, the very act of cursing or blasphemy could put you in hot water (or in jail).
8. Allow the students to have fun – but remind them that there are appropriate places and times, and most certainly inappropriate places and times, in which to use profanity (this will be the same in all cultures – but do not assume just because someone learns how to swear or curse they will. I can swear like a sailor in Korean – but I don’t do it because I don’t walk around swearing just because I can).
9. Remember that profanity ranges from mild to strong. It is probably best to use caution when explain the lexicon of swearing and taboo language.
10. Remember – teaching about profanity is for students 18 years of age and over who have indicated an interest in the subject. This is not a topic that you just spring on a student, especially a student you do not have a rapport with.
Ten Tips for Teaching Profanity and Taboo Language.
1. Ask your students if it is a topic they are interested in.
2. It might be best if female teachers address the topic with female students (and males with males).
3. Explain the culture and prevalence of profanity as used in the target language. Explain where it can be found and how it is used. Explain any historical tidbits or fun facts etc.
4. Ask your students where and when they use profanity in their own language. Compare and contrast.
5. Keep it professional. This is not a lesson aimed at teaching someone to swear or curse – it should be approached with professionalism and with the goal of aiding understanding and communication. After all, profanity is predominantly used to express emotion.
6. Gauge your students’ reactions – stop the class if you sense they are uncomfortable.
7. Respect the local culture and the belief systems (e.g. customs, religion, moral code, etc.) of your student – do not force your opinion (positive or negative) onto the student. In some cultures, the very act of cursing or blasphemy could put you in hot water (or in jail).
8. Allow the students to have fun – but remind them that there are appropriate places and times, and most certainly inappropriate places and times, in which to use profanity (this will be the same in all cultures – but do not assume just because someone learns how to swear or curse they will. I can swear like a sailor in Korean – but I don’t do it because I don’t walk around swearing just because I can).
9. Remember that profanity ranges from mild to strong. It is probably best to use caution when explain the lexicon of swearing and taboo language.
10. Remember – teaching about profanity is for students 18 years of age and over who have indicated an interest in the subject. This is not a topic that you just spring on a student, especially a student you do not have a rapport with.
References and further reading
Jay, T. (2009). The utility and ubiquity of taboo words. Perspectives on Psychological Science, 4(2), 153-161.
Mohr, M. (2013). Holy Sh* t: A brief history of swearing. Oxford University Press.
Stapleton, K. (2010). 12. Swearing. Interpersonal pragmatics, 6, 289.
Steven Pinker: "The Stuff of Thought" - Talks at Google (2007)
Wedlock, J. S. (2018). L2 motivational self, social identity, and swearing-perspectives from Korean EFL speakers.
Wedlock, J. S. (2020). Teaching about Taboo Language in EFL/ESL Classes: A Starting Point. ORTESOL Journal, Volume 37, pp. 33-47
Jay, T. (2009). The utility and ubiquity of taboo words. Perspectives on Psychological Science, 4(2), 153-161.
Mohr, M. (2013). Holy Sh* t: A brief history of swearing. Oxford University Press.
Stapleton, K. (2010). 12. Swearing. Interpersonal pragmatics, 6, 289.
Steven Pinker: "The Stuff of Thought" - Talks at Google (2007)
Wedlock, J. S. (2018). L2 motivational self, social identity, and swearing-perspectives from Korean EFL speakers.
Wedlock, J. S. (2020). Teaching about Taboo Language in EFL/ESL Classes: A Starting Point. ORTESOL Journal, Volume 37, pp. 33-47