Stereotypes<\/strong><\/p>\nApproaches advocating plurilingualism and multiculturalism always promote openness towards the foreign culture and the relativization of one\u2019s own point of view as well as the willingness to change perspectives. Therefore, overcoming stereotypes and prejudices towards other cultures is often seen as one of the central goals in foreign language teaching because stereotypes tend to overgeneralize and distort facts and may, in fact, even exclude people.<\/p>\n
With respect to stereotypes we may distinguish between hetero-stereotypes and auto-stereotypes. Hetero-stereotypes simplify and generalize ideas of the target culture while auto-stereotypes are fixed distortions of one\u2019s own culture. In addition to this, we may also distinguish between positive and negative stereotypes.<\/p>\n
The development of stereotypes involves various steps, including the categorization, the evaluation and overgeneralization of a certain kind of behaviour. Negative stereotypes, for instance, may develop in the following way: Initially, people may just notice that individuals from another culture behave differently, for example, when they notice that some people tend to come late for appointments or meetings. If this behaviour is perceived as a problem (e.g. \u201che makes me wait\u201d), it might be evaluated in a negative way (e.g. \u201che seems to be an unreliable person\u201d). If this problematic behaviour is also observed in other people, eventually negative stereotypes might be developed (\u201call people in this culture seem to unreliable\u201c).<\/p>\n
Dismantling such prejudices, clich\u00e9s or stereotypical distortions is often mentioned as one of the main objectives of intercultural learning. However, the complete overcoming of stereotypes is often not a realistic option, perhaps not even a desirable goal since it may be too demanding for teachers and learners alike since stereotypes also perform an important cognitive function: They help to reduce the complexity of the world and to channel and structure the flood of information by filtering it through prefabricated patterns of perception (Lippmann 1922: 81). At the same time stereotypes may also contribute to the formation of group identity. Nevertheless, the aim of intercultural learning remains to recognise stereotypical perceptions and their functions and to subject them to a critical examination.<\/p>\n
The confrontation with a new culture leads to a process of \u201cacculturation\u201d (Brown 1994), i.e. a gradual process of adapting to a new culture which may also involve new ways of thinking and a change of attitude. This acculturation process is also reflected in Bennett\u2019s Developmental Model of Intercultural Sensitivity (Bennett 1993). This model outlines the gradual process of intercultural learning by describing the different ways in which people react to cultural differences. The model comprises six stages of increasing sensitivity to differences:<\/p>\n
Bennett\u2019s Model of Intercultural Sensitivity<\/strong><\/p>\n\n- Initially, there is a denial of difference<\/strong>, i.e. individuals deny the existence of other cultures other than their own. The other culture remains largely inaccessible.<\/li>\n
- The next stage is characterized by a defense against differences<\/strong> between cultures which are perceived by individuals. Typically, during this stage individuals view their own culture as \u201csuperior\u201d to other cultures. This is also the stage where most stereotypes are developed leading \u2013 in extreme cases \u2013 to aggressive behavior.<\/li>\n
- This stage might be followed, however, by a gradual minimization of differences<\/strong>. In other words, people begin to realize that there many more similarities between cultures than differences. As a result, the negative judgements from the previous stage are relativized.<\/li>\n
- The acceptance of differences<\/strong> is another step in the development which is characterized by the willingness to learn about other cultures and \u2013 potentially \u2013 the acceptance of other worldviews which are seen as equally valid.\u00a0 Thus, individuals are beginning to develop a critical cultural awareness which allows them to compare both cultures from a neutral perspective.<\/li>\n
- The adaptation<\/strong> stage even goes one step further. Individuals expand their culture-specific worldviews and become \u201cintercultural speakers\u201d who are capable of behaving in culturally appropriate ways. This may also allow them to act outside of their own culture and to mediate between speakers from both cultures.<\/li>\n
- The final stage \u2013 integration<\/strong> \u2013 is characterized by a smooth shift between cultures and a great deal of empathy and understanding towards the other culture. The foreign culture is no longer \u2018foreign\u2019.<\/li>\n<\/ol>\n
What is somewhat problematic about this model is that it seems to suggest a starting point and a final destination. However, by no means all intercultural contacts begin uniformly with the first stage \u2013 there may be a great deal of openness towards the other culture right from the start. And in many contexts \u2013 particularly in the context of language learning \u2013 it is rather questionable whether learners can or should attempt to reach the final stage of integration. Nevertheless, intercultural learning should always aim to move up the scale.<\/p>\n
References<\/strong><\/p>\nBennett, Milton J. (1993). \u201cTowards Ethnorelativism: A Developmental Model of Intercultural Sensitivity (revised).\u201d In: Paige, R.M. (ed.): Education for the Intercultural Experience<\/em>. Yarmouth: Intercultural Press, 21-71.<\/p>\nBrown, H. Douglas (1994). Principles of Language Learning and Teaching. New Jersey: Prentice Hall Regents. <\/cite><\/cite><\/p>\nLippmann, W. (1922): Public Opinion<\/em>. New York.<\/p>\n
\n\u00a0![\"activity](\"\/wp-content\/uploads\/sites\/283\/pages-icon50.png\")
\u00a0<\/strong>Activity<\/span><\/h4>\nStereotypes of Europeans<\/strong><\/p>\nWatch the following video (\u201cStereotypes on Europeans\u201d \u2013 Length: 8:59) which includes a humorous overview of common stereotypes on all 28 member states of the European Union.<\/p>\n
Before you watch it, however, read the following quotations from the video first and try to guess the country that the statements most probably refer to:<\/p>\n
a)\u00a0\u00a0\u00a0\u00a0\u00a0 \u201cThese people are passionate about everything, especially food. If they can, they do everything the easiest way possible, even if that means breaking a few rules.\u201d<\/p>\n
b)\u00a0\u00a0\u00a0\u00a0\u00a0 \u201cPeople are much more relaxed, to the point of laziness.\u201d<\/p>\n
c)\u00a0\u00a0\u00a0\u00a0\u00a0 \u201cThese mountain-loving folks love their houses and making everything in them just right. They work hard, speak foreign languages, but it\u2019s said they share some of that melancholy that people experience in Scandinavia.\u201d<\/p>\n
d)\u00a0\u00a0\u00a0\u00a0\u00a0 \u201cWe do know that all women are tall, and all men are quite macho, but maybe the macho days are over because the stereotype now says that they are all computer geniuses.\u201d<\/p>\n
e)\u00a0\u00a0\u00a0\u00a0\u00a0 \u201cThey are never, ever late and even take great pains in even organizing a breakfast. They are all born with an acumen for engineering, but unfortunately this hasn\u2019t helped their ability to cook cuisine that isn\u2019t bland.\u201d<\/p>\n
f)\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u201cThey love their food and drink their wine, and yes, they hate the English. They are a haughty bunch, critical of many things and not afraid to tell you.\u201d<\/p>\n
g)\u00a0\u00a0\u00a0\u00a0\u00a0 \u201cThey are open-minded, but suffer from sadness, as everyone does in that part of the world.\u201d<\/p>\n
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<\/strong>\u00a0Video<\/h4>\n