Presentation Type
Oral Presentation
Category
Social Sciences/Humanities
Abstract/Artist Statement
Sex-related taboo language (SRTL) is common in everyday English but often absent from English as a Second Language (ESL) instruction due to teacher discomfort, limited training, and perceived inappropriateness (Gale & Fernández, 2016). However, SRTL is important for expressing emotion, building social relationships, and negotiating interpersonal boundaries (Jay, 2009). Without instruction, learners may misinterpret these expressions, causing embarrassment, social challenges, or increased vulnerability in contexts involving consent, discrimination, or safety (Dewaele, 2004). Understanding when and how to use such language is essential but under-addressed in ESL curricula (Kremin, 2017). Limited prior exposure to sex-related language among Chinese ESL learners (Shi et al., 2022) reveals gaps in earlier educational experiences regarding sexual topics. Their perspectives on content, contexts, and prioritized forms (e.g., slang, emotional/relationship-related language) remain underexplored (Ludwig & Summer, 2023). To address these gaps, this ongoing project examines Chinese ESL learners’ perceptions of sex-related taboo language and their support needs. Preliminary data were collected from three Chinese ESL learners through a demographic survey and 40-minute semi-structured interviews conducted in Mandarin and analyzed using thematic analysis to identify key patterns in learners’ experiences, attitudes, and instructional needs. Findings show that participants view SRTL as essential for social survival, cultural integration, and safety. They emphasized understanding slang and polysemous terms to avoid misinterpretation. Also, participants were exposed to reproductive health terms (e.g., “pads”), romantic expressions of emotional attachment (e.g., “I fuck with you”), and gendered insults (e.g., “pussy”). Most exposure occurred through media which indicates gaps in formal instruction. Participants emphasized the need for safe, transparent classrooms that minimize embarrassment and encourage open discussion. This study bridges language education and social work by examining Chinese ESL learners’ experiences and identifying how practitioners can support learner safety through validation, coping strategies, interdisciplinary collaboration, and advocacy for responsive curricula that address real-world communication needs.
Mentor Name
Hannah Knipp
From Classroom to Real Life: Chinese ESL Learners and Sex-Related Taboo Language
From Classroom to Real Life: Chinese ESL Learners and Sex-Related Taboo Language
UC 331
Sex-related taboo language (SRTL) is common in everyday English but often absent from English as a Second Language (ESL) instruction due to teacher discomfort, limited training, and perceived inappropriateness (Gale & Fernández, 2016). However, SRTL is important for expressing emotion, building social relationships, and negotiating interpersonal boundaries (Jay, 2009). Without instruction, learners may misinterpret these expressions, causing embarrassment, social challenges, or increased vulnerability in contexts involving consent, discrimination, or safety (Dewaele, 2004). Understanding when and how to use such language is essential but under-addressed in ESL curricula (Kremin, 2017). Limited prior exposure to sex-related language among Chinese ESL learners (Shi et al., 2022) reveals gaps in earlier educational experiences regarding sexual topics. Their perspectives on content, contexts, and prioritized forms (e.g., slang, emotional/relationship-related language) remain underexplored (Ludwig & Summer, 2023). To address these gaps, this ongoing project examines Chinese ESL learners’ perceptions of sex-related taboo language and their support needs. Preliminary data were collected from three Chinese ESL learners through a demographic survey and 40-minute semi-structured interviews conducted in Mandarin and analyzed using thematic analysis to identify key patterns in learners’ experiences, attitudes, and instructional needs. Findings show that participants view SRTL as essential for social survival, cultural integration, and safety. They emphasized understanding slang and polysemous terms to avoid misinterpretation. Also, participants were exposed to reproductive health terms (e.g., “pads”), romantic expressions of emotional attachment (e.g., “I fuck with you”), and gendered insults (e.g., “pussy”). Most exposure occurred through media which indicates gaps in formal instruction. Participants emphasized the need for safe, transparent classrooms that minimize embarrassment and encourage open discussion. This study bridges language education and social work by examining Chinese ESL learners’ experiences and identifying how practitioners can support learner safety through validation, coping strategies, interdisciplinary collaboration, and advocacy for responsive curricula that address real-world communication needs.