Avoiding Stereotyping and Enhancing Intercultural Understanding
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Avoiding Stereotyping and Enhancing Intercultural Understanding
Welsh's 2011 article "Avoiding Stereotyping and Enhancing Intercultural Understanding"
examines the difficulties encountered by language teachers who want to inculcate in their pupils
an appreciation for cultural diversity. In order to avoid assumptions, Welsh (2011) suggests that
language students develop their analytical and critical thinking abilities. In my response paper, I
want to summarize the article's key points, explain where I agree and disagree with the author,
and elaborate on ideas that really struck me.
As Welsh (2011) notes up front, foreign language instructors face formidable obstacles in
their efforts to inculcate an appreciation for cultural diversity in their pupils. Contrary to popular
belief, teaching a language involves more than just sharing information about grammar and
vocabulary. It is important to expose pupils to the culture of the nations that speak a target
language alongside the language itself. However, the paper argues that this reductionist
perspective must consider the nuances of teaching cultural literacy.
The paper argues, among other things, that it is too simple to make sweeping
generalizations. The ability to generalize one's knowledge of recurrent patterns and similarities is
a crucial cognitive skill for making sense of the world around us. The paper stresses the dangers
of making broad assumptions that might be wrong. This has ramifications outside the area of
language for how we classify and label non-Western civilizations. First impressions of persons
from various cultures are often used to confirm preconceived notions about them (Dellit, 2006).
After giving it some more thought, I see how comprehensive statements about different
cultures hinder rather than help people learn from one another. To generalize about people and
their cultures may be dangerous since it can lead to prejudice and misunderstanding. Teachers
must stress the importance of critical thinking and cultural understanding in the classroom to
counteract these inclinations.
The paper also addresses the serious problem of generalizations. When people make
broad, sweeping generalizations about groups of people without adequate evidence, they put
themselves at risk of falling into the trap of stereotyping. Welsh's (2011) generalization that "all
Europeans speak English" and "all Westerners are wealthy" are examples of such stereotyped
generalizations. Such comments may be detrimental to fostering proper cross-cultural
understanding and may even contribute to the persistence of prejudice.
The author posits that teachers and textbook writers may unwittingly disseminate such
misconceptions among students. Caution should be shown by educators when using resources or
language that might be seen as stereotypical. Teachers of foreign languages have a unique chance
to educate their pupils about the perils of prejudice and stereotyping. Through the process of
recognizing, discussing, and eventually overcoming cultural stereotypes, students will improve
their critical thinking abilities.
The article goes into further detail on the ties that exist between language and culture.
The language we use every day is full with references to other ideas and etymologies. Therefore,
in order to gain truly international comprehension, students of a foreign language must teach
themselves to discern these subtleties and circumstances.
This piques my interest since it exemplifies the range of language learning. Language
instructors should be open about discussing the cultures and communities of their pupils.
Knowledge of both one's own and the target culture is given equal weight in this method, which
is consistent with Dellit's (2006) view on cross-cultural language acquisition.
Intercultural language learning and the "third place" notion are examined, leading to food
for discussion. This theory proposes that when different cultures collide and interact, new
cultural traits develop (Welsh, 2011). This idea is similar to Bolatagici's (2004) "third space," in
which people of different races coexist and create new identities. This shows that one person
may have many identities at once, and that both culture and identity can change over time.
Welsh's study provides insight into the complex issue of how to best encourage cross-
cultural understanding in the classroom. Language teachers must avoid making broad
generalizations or perpetuating negative stereotypes, but the essay could use more specific
examples of how to put these notions into practice. If the essay contained case studies from the
actual world or instructional methods from various cultural situations, it would be even more
helpful.
The paper concludes by claiming that language teachers play a key role in encouraging
students' critical and cultural thinking. Educators may contribute to the development of a more
accepting and empathetic society by assisting students in developing a nuanced awareness for
cultural diversity (Kohler et al., 2006). Teachers of foreign languages have the potential to instill
in their students a key trait for success in today's globalized society: an openness to and curiosity
about other cultures.
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References
Bolatagici, T. (2004). Claming the (N)either/(N)or of ‘third space’ representing hybrid identity
and the embodiment of mixed race’, Journal of Intercultural Studies 25(1): 75-85
Dellit, J. (2006). Getting Started with Intercultural Language Learning: A Resource for Schools.
The Asian Languages Professional Learning Project.
http://www.asiaeducation.edu.au/verve/_resources/GettingStardwithInt ercultural.pdf
Kohler, M., Harbon, L., Fischmann, V., Mc Laughlin, Liddicoat, A., (2006). Quality Teaching:
Views from the Profession, BABEL 40 (3): 23-38
Welsh, A. (2011). Avoiding stereotyping and enhancing intercultural understanding.
Teflin
Journal
,
22
(1), 34-44.