03281namaa2200409uu 4500001001000000003000600010005001700016006001900033007001500052008004100067020001800108020001800126020001800144040001700162041000800179042000700187720002700194245012700221260002700348300002200375336002600397337002600423338003600449490004500485506005100530520174500581540006302326546001202389653017902401653006302580720002702643720002502670720002502695793001802720856011602738999001702854doab97624oapen20260305123951.0m     o  d        cr|mn|---annan230303s2023    xx |||||o     ||| 0|eng d  a9781003220701  a9781032116075  a9781032116105  aoapencoapen0 aeng  adc1 aLudwig, Christian4edt00aTaboos and Controversial Issues in Foreign Language EducationbCritical Language Pedagogy in Theory, Research and Practice  bTaylor & Francisc2023  a1 online resource  atextbtxt2rdacontent  acomputerbc2rdamedia  aonline resourcebcr2rdacarrier1 aRoutledge Research in Language Education0 aFree-to-readfUnrestricted online access2star  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.  aAll rights reserveduhttp://oapen.org/content/about-rights  aEnglish  aCritical language pedagogy; taboo topics; controversial topics; PARSNIP; foreign language education; foreign language teaching; foreign language learning; critical literacies  athema EDItEUR::J Society and Social Sciences::JN Education1 aLudwig, Christian4oth1 aSummer, Theresa4edt1 aSummer, Theresa4oth0 aDOAB Library.40uhttps://directory.doabooks.org/handle/20.500.12854/9762470zFree-to-read: DOAB: description of the publication  c93057d93057