- •Think – Pair – Share. Cooperative learning. In groups of four or five agree or disagree with the statements below. Circle “yes” or “no.” Reach consensus before sharing your views with the class.
- •Apply your knowledge of ethnocentrism, stereotypes and attributions to the analysis of stereotype / behavior in the given intercultural situations. The first has been done for you.
- •Definition of stereotypes. Compare alternative definitions of stereotypes given in a table format. Agree or disagree with the statements and give your arguments.
- •Typology of Stereotypes. Match stereotypical verbal expressions in the left column with the type of stereotype in the right column (the first has been done for you).
- •Write down all the types of stereotypes that you know (fill in the boxes).
- •Ethnic stereotypes may be classified into two groups: autorstereotypes (what one group think about themselves) and heterostereotypes (what one group think about the other).Give your examples.
- •Functions of ethnic stereotypes. Think over the functions and give your understanding of their role.
- •16. Summarize everything you have learned about stereotypes so far. Do it in writing at home and send it to the teacher’s e-mail.
- •Language representation
- •Nonverbal representation
- •Representation of stereotypes in creolized texts
- •Salient features of stereotypes
- •Texts for analysis
- •Scan the text to find out if there are generalizations about people. Do you find information about these people limited or wide, accurate or inaccurate?
- •Is s.A. Griest’s comparison of Gypsies and mojados (wetbacks) based on complete or incomplete information about their cultures? Agree or disagree with the author and give your arguments.
- •What are other stereotypical descriptions of the author? Comment on them applying theoretical approaches you know.
- •Is it accurate to presume that African-Americans “are causin' trouble all over”?Give your reasons.
- •Is it reasonable to assume that white Americans are invariably superior over African Americans? Find the statement showing that the old man fails to differentiate among individuals.
- •In his judgments, does the author use broad or narrow categories about people? Illustrate your opinion with citations from the text.
- •What is a proof of one’s love in cultures mentioned in the text? Do you know a proof that is mentioned in the text?
- •Does the author recognize the multidimensional nature of human beings? Give your arguments referring to the text.
- •Don’t Let Stereotypes Warp Your Judgments
- •Assignments to the text
16. Summarize everything you have learned about stereotypes so far. Do it in writing at home and send it to the teacher’s e-mail.
B |
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REPRESENTATION FORMATS OF STEREOTYPES |
Language representation
ASSIGNMENT 1: Study the texts below to identify language representation of ethnic stereotypes; define the status of identified language expression. Think of the degree of abusiveness. The first has been done for you.
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Text 1: All people from the Caucuses are called ibrahims (V. Astafiev). (Всех кавказцев кличут ибрагимами (В. Астафьев)).
Language representation: ibraghim (Caucasians) (proper name – Anthroponym - first name (written with a small letter as a generalization and simplification of several nations living in the Caucasus without differentiation between cultures, not to say of different individuals)
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Text 2: [An American exchange student was sitting on the floor at Sheremetyevo Airport, Moscow] Within an instant, an ancient woman was hovering over me. She wore thick woolen tights beneath her layers of housedresses and hand-knit sweaters; her silver hair was covered with a brightly colored kerchief. Russians call these walking, talking historical artifacts babushka, or grandmothers. When I grinned at her, she latched on to my forearms with an iron grip and plucked me up. “The ground is too cold to sit on. You’ll freeze your ovaries,” she scolded, then shuffled away so I could ponder the damage done to my unborn children.
S.A. Griest. Around the Block. My Life in Moscow, Beijing, and Havana. New York: Villard, 2004 p. 54 – 55
Language representation: ___________________________________________________ _________________________________________________________________________
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Text 3: “What was Mr. Pinder’s sin?”
“Just overall general Jewishness.
Language representation: _____________________________________________________
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Text 4: His hands were folded and still, and his eyes did not blink. “So, less than ten percent of your partners are women. How many nigger partners do you have?”
Grisham J. The Chamber, New York, N.Y.: Island Books, 1995- p. 108
Language representation:______________________________________________________ ____________________________________________________________________________
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Text 5: He turned from her, feeling, as usual, stupid as an Indian, and absently picked another chip from the door…
Source: Gardner, October Light
Language representation: ____________________________________________________
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Text 6: Many famous Russians are of mixed ethnic background. Poet Aleksandr Pushkin descended from a German on his father's side and an Ethiopian on his mother's side. General Mikhail Kutuzov was of German ancestry. Historian Nikolai Karamzin was of Tatar background. The Tatar connection is especially frequent. "Scratch a Russian and you'll find a Tatar," says the proverb.
http://www.gmfus.org/doc/KINIKLIOGLU%20-%20The%20Anatomy%20of%20Turkish-Russian%20Relations.pdf
Language representation: ______________________________________________________
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Text 7: James Page had seen in the paper where somebody claimed it was wrong to have picture-cartoons of Uncle Sam, because America's the melting pot, and Uncle Sam was male and white. Lord God! You could not say nigger or Polack anymore, but you could still say WASP.
Gardner, October Light, p. 333).
Language representation: ___________________________________________________
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Text 8: From time to time, a pesky reporter or journalist would show up in Clanton and ask questions, but nobody spoke to them. They were always from up North, dumb as hell, rude and ignorant, and they never stayed long.
Grisham J. The Chamber, New York, N.Y.: Island Books, 1995
Language representation: ______________________________________________________
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Text 9: In a German way he is punctual (in Russian – punktual’ny).
Language representation: _____________________________________________________
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Text 10: … "Niggers!" screeched the old man hysterically, warming to his subject. "They shoulda been left in Africa runnin' naked. That's what I think. That's what all decent folk think."
J. Collins. Housewives, p. 27-28
Language representation: ______________________________________________________
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Text 111: The beginning of the operation. The anesthetist leans over the patient to put an anesthetic mask. The patient smells the booze breath and exclaims:
Doctor, you are drunk!
The anesthetist gives the patient a tender slap in the face.
Am I drunk? You should have seen the surgeon!
http://www.johndclare.net/Rus12_Jokes.htm
Language representation: _____________________________________________________
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ASSIGNMENT 2: Did you feel uncomfortable when you read these examples? Why? Why not? Summarize linguistic ways of stereotypes representation and reflect on the role of stereotypes in intercultural communication.
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