- •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
Nonverbal representation
ASSIGNMENT 1: Study the texts below, identify stereotypes and dwell on the nonverbal representation. Note that gestures (especially emblems) have a verbal complex known to all members of the given culture; other nonverbal signs are usually rendered in language expressions. But we know that most often all nonverbal signs are not accompanied by word complex in oral speech, but they are easily understood by members of the same culture. The first has been done for you.
***
Text 1: A well-dressed gentleman was waiting. He introduced himself as Sterling Bitch or something of that order. Clyde looked at his business card. Bintz. Sterling Bintz. Attorney-at-Law. From Philadelphia, PA.
Mr. Bintz was about forty years old, short and thin, intense, with the smugness that Yankees can’t help but exude when they venture into decaying towns of the Deep South.
How could anyone live like this? Their smirks seemed to ask.
Clyde disliked him immediately, but he also wanted to return to his vodka, so he offered Sterling a cocktail. Sure, why not?
Source: (John Grisham, the Appeal. A Dell Book, 2008. p. 121
Nonverbal representation: description of Mr. Bintz’s appearance, i.e. nonverbal features (his age, height, figure, face expression – smirks) represent stereotype of a Yankee (Pay attention to the plural form of this stereotype.
***
Text 2: Lane Walker said, bowing and smiling, edging toward James with his hand on the elbow of the Mexican, "Mr. Page, let me introduce an old friend of mine, Father Rafe Hernandez." "Father, is it?" James said unsociably, making no attempt to hide his dislike of foreigners. He had no intention of shaking the man's hand. The Mexican, to James' intense annoyance, did not offer it.
Source: Gardner, October Light, p. 258.
Nonverbal representation ___________________________________________________
_________________________________________________________________________
_________________________________________________________________________ .
***
Text 3: "They been wrong from the beginning, f'the beginning of time," he said happily, all rolling-eyed darkie.
Source: Gardner. October Light. P. 158.
Nonverbal representation:______________________________________________________
_____________________________________________________________________________
____________________________________________________________________________ .
***
Text 4: She [African American who came to the police department to bring a proof that her boss was killed] opened the purse then and drew out the clip of paper she'd found. He [the policeman] merely looked at it? Not reaching for it? Forcing her to rise partly out of her chair to hand it to him. Racist, she thought, and felt better.
Source: Gardner. October Light.
Nonverbal representation: _____________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
***
Text 5: …A long rambling conversation produces the bare bones of their story: a flick on the side of the neck (Russian shorthand for drinking), some fractured references to families who did not want them, to accidents or a vague something that cost them their jobs. Then the final catastrophe — …that they became faceless as well as homeless, viewed as an annoyance by officials or as "garbage," in the words of one cop, Andrei.
P. Quinn-Judge. Tales from Cold Mountain. In Time, Oct. 10, 2006
Nonverbal representation: ______________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Text 6: gestures
Nonverbal representation: ______________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
ASSIGNMENT 2: Summarize various nonverbal representations of ethnic stereotypes and reflect on the role of ethnic stereotypes in intercultural communication.
______________________________________________________________________
______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________