Why It's Good to Use "Bad" Language in the Classroom

I have taught middle and high-school English in private school settings for more years than I care to recount. I use my own curriculum that I refine constantly and am a passionate advocate against "script" based teaching that is going on throughout the United States as administrators implement strict by-the-manual curricula purchased from mass producers such as Scholastic and McGraw Hill. Their choice chokes the voices of experienced great teachers and would-be great novices who, unfortunately, will never learn any better.

Today, I want to discuss the use of "bad" language in the classroom-this coming not from the mouths of babes but from savvy teachers. Part of my personal teaching style is the use of a little colorful language. Don't get me wrong. I'm not cussing a blue streak in front of 12 year olds. But, on occasion, I do use a few choice words and phrases that may shock the uninitiated. I do it for a reason, not indiscriminately throwing out what is often considered to be unsavory language (And, by the way, I never use language any stronger than what you'll find in the popular family film "Madagascar" and definitely milder than that used in "Shrek"). Rather, I use strong and youth-affiliating speech to make bold points which I believe will stay with young minds better than sweet euphemisms which tend to be forgotten when the proverbial bell rings. For instance, when discussing books I chide my students to devote some of their reading hours to authors like Mark Twain and Charles Dickens while putting aside "crap" such as Harlequin romances or the umpteenth volume of The Boxcar Children. Yes, "crap" is not a pleasant word but it resonates, especially with pre-teens who are beginning to make significant pops in that bubble wrap us parents so lovingly and protectively wrap them in.

Another example of my use of strong language occurred in a class a taught in the spring of 2009. My wonderful students, ranging in age from 12 to 17, were discussing "love" as a prevalent theme in writing. I wanted the students to understand that when writing about love they were not limited to "Roses are red..." and other such soft platitudes as this was doing a disservice to one of the most powerful emotions one experiences. I told them love, especially young love, is often exhilarating, consuming, wonderful, and amazing but also could be dizzying, terrifying and crushing-in other words, in so many ways, love "bites". Again, "bites" is not word is not meant to be pleasing to the ear but a wake-up call that love is complicated and harrowing, both glorious and devastating in its impact. Think of the greatest love stories in literature: Wuthering Heights, Romeo and Juliet, Dr. Zhivago, and Gone with the Wind; these works do not show a happily ever after loving couple who get married and have 2.5 kids, place stick figure decals of the whole the family and the pet dog on their back windshields. That is not the love of literature. Oh no, these relationships are torturous passionate affairs that "bite!", challenging readers emotionally and raising important questions central to us as human beings. Romantic love is not gentle.

Now, you might be thinking that the use of colorful language sets a bad precedent for students. I disagree. Middle and high school students are old enough to learn, and should be learning, what situations are appropriate for what type of language. For instance, I tell my kids when they set out in their best clothes with their freshly scrubbed faces for that first job interview that they must be prepared to talk the talk of the business world. This is the "professional" type of speaking that will serve them well in this environment. I teach this as well. Adaptation is the key and we shouldn't underestimate our children by assuming the language they use in speaking, and, of course, texting with their friends is the same type they will use in the workplace or when speaking with their local pastor. Also, I have more faith in my kids' intelligence to think that when I dismiss them from class they are going to go home and demand some more of those "crappy" mashed potatoes on their plates. Give kids credit for understanding when and where the use of powerful language is successful.

Have I had any parents upset with me for my use of mild expletives? Sure. But only once. I give my parents mucho kudos for understanding that powerful language is appropriate and necessary in literature and writing and realizing that wonderful heated debates and discussions of the world's greatest writings is not only acceptable but mandatory if they want their children to learn. If a few "craps" "bites" "bloodys" and even "sucks" slip out in these forums, well, all the better. I have great, intelligent parents raising great intelligent kids.

Colorful language has its place in our world. It is necessary. Without it we would miss out on Shakespeare, Chaucer, Dante and nearly every other great writer. Please rethink if you believe strong language should be kept from the ears and reading of our children. Remember if strong language is offensive to you then even The Holy Bible will be kept from your and your children's consumption.