John Rucynski Jr. Using The Simpsons in EFL Classes ost teachers of English since 1989, The Simpsons is now the as a Second/Foreign Lan- longest-running animated series in guage (ESL/EFL) would American TV history. It focuses on Magree that our job is not just to teach the misadventures of nuclear power language, but also to teach culture. plant employee Homer Simpson, his Indeed, Krasner (1999) argues that it wife Marge, and their three chil- takes more than just linguistic compe- dren—troublemaker Bart, teacher’s tence to be proficient in a foreign lan- pet Lisa, and pacifier-sucking baby guage. Byram and Risager (1999) also Maggie. Set in the mythical town of describe the language teacher’s role Springfield, the show is a humorous as “a professional mediator between parody of the American family. Some learners and foreign languages and teachers may feel that it is not seri- culture” (58). While it is not a prob- ous enough, considering that it is a lem to accept this dual role, the com- mere cartoon. However, the show is plication lies in choosing what type of an American institution that can be cultural content to include in our les- used in the English language class- sons. First, we have to decide whether room as a springboard for exploring a cultural component means focus- American culture. Whether you want ing on daily living tips like etiquette to use the show to expand on lighter and other cultural differences or on cultural topics like holidays and food popular culture such as music, TV, or or deeper societal issues concerned movie clips. Furthermore, when the with education, the environment, or language being taught is English, we gender differences, The Simpsons “is have to consider which culture we are a treasure trove of resource material talking about. for the ESL/EFL classroom” (Meilleur Depending on your perspec- 2004). tive, The Simpsons might seem either This article will offer ideas on a strange or an obvious choice for how to use The Simpsons as a source inclusion in EFL classes. On the air of authentic sociocultural teaching 8 2 0 1 1 N u m b e r 1 | E n g l i s h T E a c h i n g F o r u m materials for EFL students and will describe able to communicate effectively with everyone how to use clips of the show to arrange lessons else” (Hirsch 1987, 32). Considering the huge into pre-, during-, and post-viewing activities popularity of the show in the United States, to help students learn English and understand knowledge of The Simpsons is a way for inter- important elements of American culture and national students to break down barriers and society. communicate with Americans about shared knowledge. Those who might scoff at the Introducing cultural content with idea of The Simpsons being a part of American The Simpsons cultural literacy should consider the results of When choosing cultural content for our a recent survey showing that only a quarter classes, we need to consider two basic criteria. of Americans can name more than two of the First, will the content help students to under- fundamental freedoms granted by the First stand more about the target culture? Second, Amendment, yet more than half can name will the content help students to actually com- at least two members of the Simpsons fam- municate with people from the target culture? ily (McCormick Tribune Freedom Museum Despite being a cartoon, The Simpsons 2006). Mark Lieberman, director of the Uni- provides adequate cultural content and hence versity of Pennsylvania Linguistic Data Con- easily satisfies these two criteria. In fact, one sortium, has even claimed that the show has writer even claims that this is the television “taken over from Shakespeare and the Bible as series that most consistently describes the our culture’s greatest source of idioms, catch- environment of daily American life (Bianculli phrases and sundry other textual allusions” 2000). Additionally, any fan of the show is (Macintyre 2007). And familiarity with Simp- well aware that being a cartoon does not sons characters is not limited to Americans. equal a lack of seriousness or sophistication. When doing a survey with her junior high According to University of Virginia profes- school class in Norway, one teacher found that sor Paul Cantor, “The Simpsons may seem just as many of her students could identify at like mindless entertainment to many, but in least one Simpsons character as could identify fact, it offers some of the most sophisticated then President George W. Bush (Kristiansen comedy and satire ever to appear on American 2001). television” (1999, 734). This seriousness refers Challenges of the show to the American social issues the show has Despite the benefits of using The Simpsons tackled in its two decades on the air, including in the classroom, understanding the show is nuclear safety, immigration, gay rights, and obviously a challenge for non-native speakers. sexual harassment. EFL teachers less familiar Therefore, I will examine some of these chal- with the show should therefore be aware that lenges and provide tips for making the show The Simpsons is not a program that you want more accessible to students. to use to teach children. Both the language level and content make it a show appropriate Vocabulary and slang only for adult students. Again, despite being a As they might with any TV show or movie, cartoon, the show is also a great springboard non-native speakers will struggle with the for serious discussions about American culture advanced vocabulary and slang used in The and society. Simpsons. It is worth repeating that despite In addition to providing a look at daily life being a cartoon, The Simpsons is primarily and controversial issues in American society, a show for an adult audience, meaning the The Simpsons also satisfies the second criteria vocabulary used in the show is not basic. As of helping English language students to com- previously mentioned, the show has tackled municate with Americans. When learning a many serious topics, increasing the chances foreign language, students need more than that advanced or technical vocabulary will be grammar, vocabulary, and pronunciation; used. Additionally, the show has been known another important skill is cultural literacy to create its own vocabulary and is cred- regarding the target culture. Popularized by ited with such additions to the dictionary as E. D. Hirsch, cultural literacy refers to the “D’oh!” (Homer’s annoyed grunt) and “Meh” “shared knowledge” Americans need “to be (a sigh of indifference). Other common catch- E n g l i s h T E a c h i n g F o r u m | N u m b e r 1 2 0 1 1 9 phrases popularized by the show, such as on The Simpsons can be sarcastic or even “Don’t have a cow” (“Don’t get so upset”) and dark, causing confusion as to why Americans “Eat my shorts” (“Leave me alone”), are rarely consider such things funny. Finally, the show used outside of The Simpsons context. While sometimes uses clever puns or wordplay, it may be part of American cultural literacy, which the average English language learner such odd slang will present comprehension would not easily understand. problems for non-native English speakers. Making The Simpsons accessible Cultural literacy Despite the aforementioned challenges of Although cultural literacy was previously The Simpsons, steps can be taken to make the mentioned as a potential benefit of The Simp- show accessible for non-native speakers. It is sons, it can also be an obstacle. Despite the indeed true that the show is a “treasure trove growing worldwide familiarity with American of resource material” (Meilleur 2004), but culture, the sophisticated writing style of The special care needs to be taken to ensure that Simpsons makes for not only very Ameri- students can benefit from watching it. can cultural references, but also generational and obscure references. For example, when Accessible chunks Homer’s boss, Mr. Burns, answers the phone Movies or TV shows in their entirety are with the greeting “Ahoy hoy,” it may sound obviously too much for the average EFL nonsensical, but it is actually the original student to handle, so many teachers advo- telephone greeting suggested by Alexander cate comprehensible chunks (King 2002). Graham Bell, the inventor of the telephone. Considering the fast pace and bizarre twists This is a cultural tidbit that would be lost on of The Simpsons, clips of 3–5 minutes are a majority of Americans, let alone non-native an appropriate length for classroom use. In English speakers. In another episode, Hom- addition to relatively short clips, pre-viewing er’s intelligence is greatly increased after he activities such as warm-up questions or pre- removes a crayon that had been lodged against teaching of vocabulary are necessary to make his brain. Lamenting the ignorance of those the clips more accessible. Finally, the key word around him, he moans, “I’m a Spalding Gray here is “accessible.” Despite the great array of living in a Rick Dees world.” It is doubtful episodes and topics to choose from, clips have that even a majority of Americans would get to be chosen carefully. Clips with too many such an obscure cultural reference, as it would obscure cultural references or inside Simpsons require knowing that Gray’s dry monologues jokes will frustrate your students. A sample are considered sophisticated humor and being lesson based on a short clip will be provided familiar with Dees’ lighter and more simplis- later in this article to demonstrate how to tic humor, including the 1970s novelty song make the show accessible.