Break a Leg and Other Idioms: To Teach or Not to Teach?
Willy A Renandya, 16 April 2025
Idiomatic expressions, or fixed phrases, are an integral part of any language. They add colour, nuance, and sometimes humour to conversations, making communication more engaging and relatable.
In the English language alone, there are literally hundreds, if not thousands, of idioms that competent speakers use regularly in everyday speech. Some of these idioms are fairly straightforward, while others can leave even fairly proficient learners of English scratching their heads in confusion.
Let’s look at two well-known idioms: “A friend in need is a friend indeed” and “Actions speak louder than words.” These sayings are pretty straightforward because they express basic ideas about friendship and how people act that most people can easily understand. Many languages probably have very similar phrases with the same meaning.
However, some idioms like “Don’t beat around the bush” or “A stitch in time saves nine” are harder to understand, especially for second or foreign language learners of English. The first one means “get to the point instead of avoiding it,” while the second suggests “fixing small problems now prevents bigger ones later.” The reason some idioms are trickier than others is that they’re often rooted in specific cultures. While this makes them interesting, it also makes them difficult for language learners who might not share that cultural background.
Why Are Some Idioms Harder to Understand?
The main problem with difficult idioms, as mentioned above, is that they’re deeply connected to culture. Different cultures develop their own special ways of expressing ideas, influenced by their history, traditions, and way of life. Many common English idioms come from British or American culture. They make perfect sense to people from those countries, but for learners from other backgrounds, these phrases can be confusing without extra explanation.
Take “water under the bridge” (meaning means forgetting past problems). If you’re not familiar with Western ideas about flowing water representing things passing by, the phrase might not make sense. Similarly, “hanging by a thread” describes a dangerous situation, but the image of a thin thread might not clearly communicate this idea to everyone.
Other examples like “screaming at the top of your lungs” (shouting very loudly) or “getting under someone’s skin” (annoying them) use body metaphors that don’t always translate well across cultures. These expressions only work when everyone shares the same cultural background; without that common understanding, the real meaning can easily be lost or, worse, misinterpreted, resulting in confusion or unintended offense.
Should Language Teachers Focus on Idioms?
Since idioms are so common in English, teachers might think they should teach them in a systematic way. In my view, this isn’t something that needs to be a top priority. It’s fine to explain idioms when they come up in lessons, but spending lots of time analyzing where they come from usually isn’t worthwhile. For most learners, it’s enough to recognize idioms and understand their general meaning – they don’t need to use them actively unless they’re trying to speak like a native, a goal that is often unnecessary.
This is especially true today where English is used for international communication. When people from different countries communicate in English, they typically use simpler words and grammar. Using culture-specific idioms might actually make communication harder, not easier. For example, explaining “penny wise but pound foolish” (saving small amounts but wasting big ones) in an international business meeting could confuse people rather than help them understand.
The same logic applies to beginners learning English. They’re already working hard to master basic vocabulary and grammar. Adding idioms to learn would just make things more difficult. At this stage, it’s much more important to build fundamental language skills than to learn idiomatic expressions that aren’t needed for everyday communication.
That being said, more advanced students can gain something from studying idioms. By this point, they usually have enough English knowledge to figure out meanings on their own when they encounter idiomatic phrases. If they don’t understand something, they can look it up or ask. Also, as advanced learners read books, watch movies, and listen to podcasts in English, they’ll naturally learn idioms through regular exposure without needing formal lessons.
A Socio-Cultural Perspective on Idioms
When we look at idioms through a cultural lens, it’s clear that different cultures say similar things in very different ways. For instance, the English saying “Silence is golden” (meaning it’s often better to stay quiet) expresses the same basic idea as the Japanese proverb “Kuchi wa wazawai no moto” (“The mouth brings trouble”). Both warn against speaking carelessly, but they use completely different images rooted in their respective languages and cultures.
In international communication where people come from various backgrounds, it’s usually better to use straightforward language instead of culture-specific idioms. Rather than using either of these sayings, you could simply say, “Sometimes it’s better to stay quiet if you don’t have anything important to say.” This plain wording helps everyone understand, regardless of their cultural background. The key is choosing whatever makes communication clearest for everyone involved.
Practical Implications for L2 Teachers and Students
Before deciding how much emphasis to place on idioms in language learning, L2 teachers and learners might consider the following questions:
For Teachers:
- What are my students’ goals? Are they learning English for casual conversation, academic purposes, or professional communication? Will idioms significantly enhance their fluency, or could they cause unnecessary confusion and learning burden?
- How culturally relevant are the idioms I’m teaching? Do they reflect the dialects or contexts my students will encounter (e.g., British English, Singapore English etc), or are they vague phrases they may never hear?
- Am I teaching idioms in context? Instead of isolated lists, could I introduce idioms through authentic materials (films, news articles) where meaning can be easily inferred from contexts?
- Is my class multilingual or monolingual? In diverse settings, could idioms create barriers for learners from non-Western cultures? Would using simple, literal language improve understanding and communication?
- How can I balance idioms with core skills? Could time spent on idioms detract from higher-priority vocabulary or grammar?
For Students:
- Do I need to understand or use idioms? If my goal is basic communication, should I focus more on mastering high-frequency words and core sentence structures first?
- Where will I come across idioms? If I watch English-language shows, read, or talk to English speakers, which idioms should I expect to hear most often? Is it possible to pick them up naturally through everyday use?
- How do I make sense of unfamiliar idioms? Can I use context clues, or should I ask for explanations? Are there reliable resources (e.g., AI apps) for me to use?
- Will using idioms make me sound more natural—or forced? If I’m unsure, is it safer to avoid them until I’m more advanced?
- What alternatives exist? If an idiom feels too culturally specific (e.g., “spill the beans”), can I express the same idea literally (“reveal the secret”) without losing meaning?
These questions show that idioms make language more interesting, but they aren’t usually necessary. Teachers and learners should think about whether idioms are actually useful for their situation. Most importantly, being clear and easy to understand is usually better than using fancy phrases, especially when talking with people from different cultures.
Conclusion
Teaching idioms doesn’t need to be a central focus in language education, especially for beginners or intermediate learners. Their primary goal is to build confidence in using core vocabulary and grammar effectively.
As learners progress, they will naturally come across idioms through everyday interactions and exposure to media. Offering explanations from time to time or encouraging them to explore idiomatic expressions can enhance their learning experience without overloading them
Moreover, since English is now a global language, it’s better to focus on expressions that everyone can understand rather than those tied to specific regions. By making communication clear and inclusive, teachers can help students feel more confident when interacting in different situations.
Finally, idioms are interesting and show the history and personality of a language. But as teachers, our job is to help learners communicate clearly. We should teach idioms in a way that’s helpful and not overwhelming, focusing on when and how they’re used.
We don’t need to actually go breaking any legs; what really matters is helping students communicate clearly in the target language.
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