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Uncertainty and reluctance in teaching taboo language: a case study of an experienced teacher of English as an additional language
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posted on 2016-01-01, 00:00 authored by X Guo, Indika LiyanageIndika Liyanage, B Bartlett, T Walker, A DiazDespite its ubiquitous employment by users of English to achieve authentic communicative goals, taboo language has received little attention in the education literature. Even less focus has been placed on such language in English language teaching - specifically, in teaching English as an Additional Language (EAL). Given the multiplicity of communicative struggles experienced by EAL learners surrounding the use of taboo language in authentic communication, meaningful consideration of this aspect can be seen as crucial in EAL instruction. Classroom learning could prepare learners for navigation and negotiation of taboo language use they will inevitably encounter in social interactions in target language communities of practice. However, EAL teachers' uncertainty or reluctance to introduce taboo language in classroom instruction is a key impediment in developing learners' sociocultural knowledge regarding such language use. We foreground one case of such uncertainty and reluctance surrounding the introduction of taboo language in EAL instruction derived as interview data from an experienced EAL teacher.
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Title of book
Global language policies and local educational practices and culturesChapter number
11Pagination
232 - 243Publisher
Deep University PressPlace of publication
Blue Mounds, Wis.ISBN-13
9781939755285ISBN-10
193975528XLanguage
engPublication classification
B1 Book chapter; B Book chapterCopyright notice
2016, Deep University PressExtent
14Editor/Contributor(s)
S O'Neil, H van RensburgUsage metrics
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