Teaching with Tact: Senior High School English Teachers' Narratives on Euphemism-Based Classroom Practices
Abstract
Background and Purpose: This study explored how senior high school English teachers in Tanza, Cavite, employ euphemism as a classroom communication strategy. Anchored in Goffman’s face-work and Brown and Levinson’s politeness theory, the study examined teachers’ experiences, reasons, and perceived effects of euphemistic language in classroom instruction and interaction.
Methods: Using a qualitative narrative inquiry design, data were gathered from nine senior high school English teachers through semi-structured narrative interviews. The narratives were analyzed using Labov’s narrative model, supported by within-case and cross-case thematic analysis.
Results: The findings revealed that teachers used euphemism in situations involving the correction of errors, discipline, family concerns, poverty, gender participation, teen pregnancy, academic failure, offensive behavior, and other sensitive topics. Teachers employed softened, indirect, and reframed expressions to protect learners’ dignity, reduce embarrassment, maintain classroom harmony, and respond to Filipino cultural values such as hiya, pakikisama, respect, and relational sensitivity. The study also found that euphemism contributed to a safer classroom climate, increased student participation, and strengthened teacher-student rapport. However, participants emphasized that euphemism may become ineffective when it becomes too vague, over-softened, or unclear.
Conclusion: The study concludes that euphemism-based classroom practice functions as strategic euphemistic mediation, in which teachers balance difficult truths with learners’ emotional readiness. Effective euphemism requires clarity, honesty, and sufficient explanation. The findings offer implications for English language teaching, classroom management, teacher training, and culturally responsive communication in Philippine senior high school classrooms, further highlighting the teacher’s role in sustaining humane and respectful learning environments.
