Speakers
Description
This presentation critiques the traditional PARSNIP model, which advises avoiding taboo topics in educational materials to prevent controversy. Such avoidance can limit student engagement and hinder intercultural competence development. Ethical ways to incorporate sensitive issues into curricula, specifically in monocultural classrooms will be discussed, as well as helping educators scaffold such discussions and prepare students for authentic intercultural communication in a diverse global environment, including COIL or Virtual Exchange projects.
Abstract section 1: Relevance
At some point, most instructors will need to create materials that are engaging for students but also adhere to cultural ideas of appropriate topics. The long-relied upon PARSNIP model of avoiding taboo topics (Gray, 2002) identifies seven general topics (Politics, Alohol, Religeon, Sex, Narcotics, Ideologies, and Pork) and is used to remove potential contention in the classroom and on a global publishing scale. However, student interests may not align with these “safe” themes (Mishan, 2022). In fact, when focusing on the development of intercultural competence and communication skills, it is the “taboo” topics that need the most scaffolding and support.
Abstract section 2: Contribution/research questions
To explain the gaps created by the concept of PARSNIP in material creation and demonstrate how taboo topics can be ethically sourced and presented in monocultural classrooms.
Abstract section 3: Content/method
We will demonstrate how material creators can include sensitive topics into their curriculum in a globally-accessible and culturally ethical way. The emphasis of this presentation will be on the importance of including controversial topics as well as the authenticity of contentious discussion in cross-cultural communication.
Abstract section 4: Outcomes/results
articipants will learn how to bridge gaps that may stem from monocultural and monolingual students analyzing multicultural issues and developing intercultural communicative skills.
Abstract section 5: References
Gray, J. (2002). The global coursebook in English language teaching. In D. Block & D. Cameron (Eds.), Globalization and language teaching (pp.151 – 167). Routledge.
Mishan, F. (2022). The global ELT coursebook: A case of Cinderella’s slipper? Language Teaching, 55 (4), 490-505. doi:10.1017/S0261444820000646
| Title | Don’t talk about PARSNIP! Controversy in EFL materials |
|---|---|
| Teaching Context | College and university education |