Textbook Deception: Are We Lying to Our Kids?

It may be hard to believe, but today it is not so much being as language that shapes consciousness. We live in a time when commonly used words sometimes need to be replaced with new ones which are correct yet do not offend anyone. This often leads to a situation in which the choice of scholastic books need to be changed as previous ones present an unacceptable image of the world and its history. Finally, it is the awareness that the learning effects and attitudes of students are largely determined not only by what their teachers teach, but also by what language they use.

What is vanilla content?

People who research the content of textbooks for teaching foreign languages noticed a special kind of “correctness” which determines not only the topics covered in books but also the language structures used during lessons. One of these researchers is James W. Porcaro, who was probably the first to apply the concept of “vanilla content” to the discussed phenomenon. In his work entitled “Non-Conventional Content in English Language Lessons: ‘Death’ as an Instructional Unit Application,” Porcaro notes that most textbooks for learning English are limited to the topics of family, hobbies, health, sports, entertainment, food and shopping, with their treatment predictable and light. They rarely, or not at all, refer to the issues raised in the daily media, during social gatherings or simply street talk. One can guess that this is the result of the policy of publishing houses, for which the main goal is to sell as many copies of their books as possible on markets around the world. As a result, learning English omits many meaningful and engaging subjects that are universal in conversations between individuals and human communities.

The consequence of this state of affairs is the practice of using so-called vanilla content in ESL textbooks, such as smoothed content which is consciously accompanied by avoiding potentially controversial topics. Their set even received a name, which is formed by an acronym from the words politics, alcohol, religion, sex, narcotics, isms, and pork – PARSNIP, which enumerates the basic threads to be wary of. In the expanded version, the aforementioned set of controversial topics includes abortion, AIDS, pregnancy, access to arms, euthanasia, corruption, LGBT issues, violence, divorce, suicide, national stereotypes, terrorism and death. A foreign language that is taught at school should be safe. Students do not have to learn through it that there are also many topics that are neither simple nor easy to explain.

Parsnip Politics

Scott Thornbury, one of the world’s most respected scientists and trainers in the field of English language teaching, speaks even of parsnip politics about the PARSNIP mentioned above. He emphasizes that educational publications are subject to mass self-censorship due to the combination of “left-wing political correctness and right-wing religious fundamentalism.” The above phenomenon is also described in detail by the Polish expert Marzanna Pogorzelska. In her book “Odkrywamy ukryte” (“Revealing the Concealed”) she gives practical examples of avoiding “forbidden” content. For example, the way people affected by poverty are named. These appear in textbooks as vulnerable people. Moreover, they occur mainly in descriptions of charities’ actions, which says little about people in crisis, vulnerable or living in conditions commonly considered dangerous or inappropriate. The poor are presented not just as poor, but mainly as objects of charity who are primarily described as beneficiaries of the benevolence of others. Another example is disabled people. These are most often combined with examples of various success stories, as above-average, extraordinary individuals who managed in life despite their limitations. However, such an image concerns an extremely limited number of people and it is not possible to be representative of the average person with disabilities.

Another issue is the phenomenon and the effects of colonialism. Although the connection of this topic with the spread of the English language is all too obvious, it appears in textbooks only in the form of an insignificant trace. For example, colonization in the American model is called “pushing to the west” and “rediscovering oneself” by those who fled repression in Europe. At the same time, there are no stories about the native inhabitants of the continent – in fact, the victims of European violence. The process of global colonization, on the other hand, is usually presented as the result of conflicts over exotic spices, a series of episodes in which the colonized population and its experiences do not appear at all.

Selection of the language code

Basil Bernstein, a professor of sociology of education at the University of London, as part of his scientific research, tried to emphasize the importance of social differences appearing and reflected in language. He pointed out that there are two language codes that we use daily. The first, defined as limited, is a remnant of childhood and the influence of the family. The second – developed, also acquired at home, but formed mainly during education at school. The limited code determines the simplest forms of communication. What is characteristic of this method of communication is the reference to stereotypes and symbols known in given environments. Remaining at the level of using only this code allows various external entities to manipulate its users, and even to subordinate and force them to the expected actions, behaviors or attitudes. The developed code is characterized by an individualized approach to expressing one’s judgements and opinions. It is not predictable. It determines the autonomy of individuals and a broader and multifaceted understanding of the received message. It favors deep reflection and independent decision-making.

As a rule, school is based on logic and principles of communicating using the developed code. In a sense, this is the meaning and purpose of education. In a particularly insightful way, the above situation is described in Paolo Freire’s work “Pedagogy of the Oppressed.” He showed in it the need not only to simply lead people out of illiteracy but also to build environments (communities) based on a common language understood as a tool for interpreting the world. The one who develops competences is thus able to evaluate reality, identify opportunities and threats, and make decisions on what is important and what is unnecessary.

Meanwhile, everyday education usually teaches concepts, develops skills and tries to shape attitudes from the times when the values associated with them had some meaning. This is a consequence of the times when teachers were role models and students tried to imitate them in various ways. Today, however, in everyday life, at home, in the media, in politics, and also at school – the simple code rules above all. Thanks to it, one can easily name all the elements of a rapidly changing world. Moreover, thanks to its simplicity, it guarantees access to a larger number of recipients, expands popularity and increases sales. Vanilla content is therefore not only the domain of language learning. In its own particular way, it is a symbol of modern education.

Key Competences

Communication – widely understood interpersonal communication, including the ability to talk in a foreign language so that the other person understands us somehow, is one of the main competences that the Council of the European Union has included in the set it has adopted. Multilingualism skills are included in a select collection of competences:

• understanding and creating information;
• mathematical and the in the fields of natural sciences, technology and engineering;
• digital;
• personal, social and learning skills;
• civic;
• in the field of entrepreneurship;
• in terms of cultural awareness and expression.

Each of them describes sets of content, skills and attitudes related to the practice of moving around the world and working on one’s development. Competence in multilingualism is essentially based on the ability to understand, express and interpret concepts, thoughts, feelings, facts and opinions in speech and writing. It also implies understanding, speaking, reading and writing in an appropriate range of social and cultural contexts. It requires knowledge of the vocabulary and functional grammar of different languages, but also awareness of the main types of verbal interaction and language registers. Knowledge of social conventions and the cultural aspects and variability of languages is also important. The most important thing, especially from the perspective of vanilla content, is to include in this competence an attitude that encompasses awareness of cultural diversity. Also respect for the individual language profile of each person, including respect for the mother tongue of people belonging to minorities or migrants.

Learning at school is to an important extent learning foreign languages. This constatation is related to the specificity of the nomenclature used within individual sciences, but also the intentions of the concepts used and interpretations of the discussed phenomena. It is necessary to make everyday school practice a pretext for debate and reflection. This will not only allow you to avoid the use of vanilla content but will liberate you from the doctrine of populism and the dominance of consumption over responsible development.