000			03273namaa2200421uu 4500
001			oapen61401
003			oapen
005			20240507100308.0
006			m o d
007			cr|mn|---annan
008			230223s2023 xx |||||o ||| 0|eng d
020			_a9781003220701
020			_a9781032116075
020			_a9781032116105
040			_aoapen _coapen
041	0		_aeng
042			_adc
072		7	_aJN _2bicssc
100	1		_aLudwig, Christian _4edt
245	1	0	_aTaboos and Controversial Issues in Foreign Language Education _bCritical Language Pedagogy in Theory, Research and Practice
260			_bTaylor & Francis _c2023
300			_a1 online resource
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
490	1		_aRoutledge Research in Language Education
506	0		_aFree-to-read _fUnrestricted online access _2star
520			_aTaboos are not a new phenomenon. Yet, taboos change over time as social customs change, discard old taboos, and create new ones. What does not change, however, is how taboos regulate the way in which we live together in different communities and how they influence our behaviours. Notwithstanding the ubiquity of all sorts of taboos in daily life, many of them do not seem to find their way into foreign language classrooms easily. This is particularly surprising if we consider the growing importance of critical language pedagogy approaches to foreign language learning. Despite relevant efforts there, teachers, pre-service teachers, and learners often appear to feel discomfort as conversations about controversial issues such as mental illnesses, disabilities, racism, conspiracy theories, violence, and gender unfold. Consequently, classroom materials as well as suitable approaches to these issues in foreign language learning are needed. Taking this as a starting point, this introductory chapter argues for the integration of taboos and controversial topics into the foreign language classroom. It first investigates the concept of critical pedagogy in general and critical (foreign) language pedagogy more specifically. It then discusses taboos in the context of critical language pedagogy, arguing that despite numerous challenges, the foreign language classroom provides the perfect space for discussing some controversial topics with students-primarily by exploring a variety of different texts dealing with taboos instead of personalising a topic, which would be more common in communicative approaches. The chapter closes with a practical framework that provides suggestions for handling taboos in foreign language education.
540			_aAll rights reserved _uhttp://oapen.org/content/about-rights
546			_aEnglish
650		7	_aEducation _2bicssc
653			_aCritical language pedagogy; taboo topics; controversial topics; PARSNIP; foreign language education; foreign language teaching; foreign language learning; critical literacies
700	1		_aLudwig, Christian _4oth
700	1		_aSummer, Theresa _4edt
700	1		_aSummer, Theresa _4oth
793	0		_aOAPEN Library.
856	4	0	_uhttps://library.oapen.org/handle/20.500.12657/61401 _70 _zFree-to-read: OAPEN Library: description of the publication
999			_c36748 _d36748