Teach for Success
Student Handout · Heritage, Mass Tourism & the Words We Travel Under
Level: Advanced ESL B2–C1Topic: Tourism & Identity Focus: Sociolinguistic & Cultural Vocabulary
Places and people are reshaped by movement — by tourists who arrive in millions, and by the words we attach to those who come to stay. Today we look closely at both.
KEY WORDSvocabulary

Set 1 — Tourism & heritage

heritage site (n.)a place valued and protected for its cultural or natural significance
mass tourism (n.)travel by very large numbers of people to the same destinations
to commodify (v.)to turn something into a product to be bought and sold
carrying capacity (n.)the number of visitors a place can absorb without damage
a caricature (n.)an exaggerated, simplified version that distorts the original
authentic (adj.)genuinely what it claims to be, not staged for visitors

Set 2 — Migration & labels

expatriate / expat (n.)a person living abroad — a label that often signals privilege
immigrant (n.)a person who moves to settle in a new country — often the less-privileged label
connotation (n.)the feeling or judgement a word carries beyond its plain meaning
integration (n.)the process of becoming part of a host society
perception (n.)the way something or someone is seen and judged by others
privilege (n.)an advantage held by some and not others, often unearned
TALK IT THROUGHpair discussion

Discuss these with a partner. Aim for examples and honest opinions, not short answers.

  • When you go abroad, are you a tourist or a traveller? What is the difference, really — and who decides?
  • Have you ever been called an expat or an immigrant? Did the word fit how you saw yourself?
  • Is there a place you love that tourism has changed? Was the change worth it?
  • Can a town stay true to itself while living off visitors? What would that take?
USEFUL PHRASESinteraction toolkit

Encourage these moves so the talk stays precise about language:

  • Examining a word: “The word ‘expat’ quietly assumes that…”
  • Comparing labels: “We’d never call them that — we’d say…”
  • Conceding a tension: “I see the economic case, but the cost is that…”
  • Locating yourself: “Speaking as someone who has lived abroad…”
TWO SIDESjigsaw

Group A argues that adapting a heritage place for mass tourism is a legitimate survival strategy; Group B argues it hollows out the very thing tourists came to see. Prepare 5 minutes, then pair across groups.

GROUP A — Survival strategy
  • Tourist income funds the preservation that would otherwise fail
  • Cultures have always adapted; freezing them is its own distortion
  • Jobs let young people stay rather than migrate away
  • Visitors leave with real respect for an unfamiliar heritage
GROUP B — Hollowing out
  • Daily life is replaced by a daily performance for outsiders
  • Locals get priced out of their own historic centres
  • Authenticity becomes a brand managed for export
  • The place ends up a caricature of what it once was

Your task: In cross-group pairs, argue your side, then together finish: “A heritage town keeps its soul as long as …” Report the condition, not the debate.

WHERE DO YOU STAND?debate statements

For each statement, decide how strongly you agree or disagree — and be ready to give one reason.

  • Calling some migrants “expats” and others “immigrants” is simply honest description, not bias.
  • A town has the right to limit tourist numbers even if it costs local jobs.
  • There is no “authentic” culture left to protect; everything is already performance.
  • The words a society uses for newcomers shape their legal and social treatment more than any law.
  • Within a generation, the world’s most famous heritage sites will be visited mainly as replicas or online.
YOUR TURNoutput

Take a position on one of two questions: Can a heritage place survive tourism without selling its soul? or Should we drop the expat/immigrant distinction altogether? Choose your format.

SPOKEN (60 sec)A position with one real place or one real label as your evidence.
WRITTEN (4–5 lines)A short letter to a newspaper that misused one of these words.
LANGUAGE TASKPropose one word-choice rule you’d teach your students about labelling people.

My notes

ONE WORDclose

Each person offers one word they will think twice before using after this lesson.