Subject: Language and Written Expression IV Teacher: Blas Bigatti Student: Carolina Perez Cibez Assignment: individual paper (analytical) Course: 4° year Ingles “He will come and take you”: an analysis of the benefits of using “The Bogeyman” in the EFL classroom Used by adults and feared by children all over the world, “The Bogeyman” is one of the many urban myths that belong to the collective unconscious of modern society. However, the story of the man that has a bag on his back and carries naughty children away not only can be used as a threat, but it can also be applied as a tool for exposing young adults to short stories in an EFL classroom. When working with adolescents, implementing a short story like an urban legend, they already know, might have many benefits. This paper will try to analyse the possible benefits of the use of the story “The Bogeyman” in a secondary EFL classroom. Before expanding on “Bogeyman” and its appealing elements for secondary school students, it might be useful to clarify what urban legends are. They are defined as “...a form of modern folklore consisting of stories that may or may not have been believed by their tellers to be true, and often possess horror implications that are believable to their audience.” (Wikipedia, 2014) If urban legends are not real stories, what makes them attractive to young adults? Adolescents have a tendency to prefer stories that contain dark themes (Maggie Stiefvater, 2011). Apparently, it is their elements of horror, mystery, fear and sensation of the unknown what makes perfect to deal with urban myths in secondary classrooms. Heather Whips explains in her article “Urban Legends: How they start and Why they persist “, that legends are an important part of our culture, and that they are good fun (Livescience, 2008). Heather uses the words of Michael J. Kovel to expand on the topic by saying: “....Life is so much more interesting with monsters in it...legends are just good stories...” (lecture given in the University of Wales, 2006). Other characteristics of urban legends are that they are not easily verifiable; they are usually passed on orally suffering some modifications throughout the years. Besides, they do not have a requirement of corroboration of the truth, making this kind of tales much more entertaining for adolescents. Taking the mentioned features into account, Jan Harold Brunvand (1981) states that legends are enjoyed merely as stories, because they tend to at least be half believable as possible accurate reports. Using a short story in the English classroom can bring a series of doubts regarding the didactic purpose of it. The possible reservations that may appear are: is the topic of the tale too difficult for students to understand? Is the story too long or too short? Do students master the language quite enough to understand the vocabulary of the story? According to the book “Short Stories in the English Classroom” (Regional NETworking Coordinating Team, 2012) short stories in an EFL lesson are a great way to introduce learners to the world of literature, encouraging them to read and tell new narratives. The urban legend of “Bogeyman” is a short story that uses understandable vocabulary, because is generally told to little children. It may be expected that secondary school students would not have further problems to understand the vocabulary of the tale. The following extract could help to clarify the idea: