Background to the study
Since Vietnam joined the World Trade Organization (WTO), English instruction has seen significant changes, driven by substantial investments from the Ministry of Education and Training To enhance the English language teaching program for high school students, many teachers are undergoing further training through diverse channels This training helps educators adopt modern language teaching trends that prioritize communicative competence.
The English language program at Phan Boi Chau High School, like other high schools in Vietnam, focuses on enhancing students' communicative competence through a variety of interactive activities The curriculum emphasizes discussion and interaction, prioritizing learner-centered and communicative approaches in language education The primary goal is to help students develop their communicative skills by mastering listening, speaking, reading, and writing, where linguistic competence serves as a tool to achieve these communicative objectives.
In practice, however, there are some obstacles to be tackled with:
Teachers and students often overlook the significance of cultural competence in language education, prioritizing linguistic skills instead This neglect is particularly evident at Phan Boi Chau High School, where limited interaction with native speakers restricts cultural exposure As a result, learning primarily occurs within the classroom, relying heavily on textbooks for guidance, which can foster unrepresentative and stereotypical perceptions of the English language and its speakers.
Current textbooks primarily reflect Vietnamese culture, leading learners to focus more on their home culture than on the cultures of English-speaking countries Phuong’s study (2007) indicates that the cultural knowledge of English-speaking countries presented in grade 10 textbooks is minimal While this approach allows students to explore their own culture, it poses a risk of insufficient understanding of how to effectively communicate in the target language, potentially hindering their ability to interact appropriately with native speakers This lack of cultural insight can significantly impact learners' language choices in communication.
The article highlights an emerging trend in Vietnamese textbooks from grades 6 to 10, where gender representation varies significantly Initially, schoolgirls are prominently featured, particularly in the covers of textbooks for grades 6 to 9, showcasing a shift towards female dominance in educational contexts For instance, the grade 6 cover presents a boy studying, while the grade 7 cover depicts a girl reading This trend continues with the grade 8 cover showing two girls and one boy, and the grade 9 cover featuring three girls and one boy engaged in discussion However, this pattern reverses in the grade 10 textbook, where males outnumber females The implications of this shift in gender representation will be further explored in subsequent chapters of the study.
The representation of gender roles in Vietnamese textbooks reflects evolving societal values, particularly in how men and women are depicted Illustrations predominantly feature women engaged in domestic tasks such as cooking and cleaning, while men are seldom shown participating in these chores For example, a grade 8 textbook's warm-up activity showcases a girl performing various household duties, and a subsequent dialogue reinforces the notion that cooking is not traditionally considered a boy's responsibility This raises critical questions about the unconscious values conveyed through such stereotypical portrayals in educational materials Are these textbooks adequately representing the diverse groups within the target society, and is the language used suitable for the students' contexts?
Teachers often overlook the critical opportunity to address gender stereotyping in the classroom due to time constraints, which is vital for developing learners' cultural competence Research indicates that many educators lack a structured approach to teaching intercultural competence and managing stereotypes and prejudice in foreign language settings (Sercu, 2002:162) This challenge is also prevalent among Vietnamese English teachers.
Rationale of the study
The newly developed textbooks aim to address a significant pedagogical gap in Vietnam's English language program for junior and senior high school students, specifically the previous curriculum's inadequacy in improving learners' communicative competence Recognizing that communicative competence is the ultimate goal of language education, the new curriculum emphasizes not only linguistic skills but also the importance of incorporating cultural dimensions, essential for enhancing overall communicative effectiveness.
The English language program for high school students in Vietnam aims to foster an understanding of the cultures of English-speaking countries, encouraging positive attitudes towards these nations and their languages while promoting pride in Vietnamese culture and language However, the current approach lacks flexibility and comprehensiveness, failing to address all factors influencing students' language choices in various communicative contexts Notably, the importance of stereotyping awareness and (inter)cultural awareness is often neglected, which is a crucial aspect of effective communication.
Recent studies have strongly supported the idea of integrating language and culture in a foreign language training program (Damen 1987; Fairclough 1989; Buttjes
Research by Byram (1991), Barro & Grimm (1993), Ellis (1996), Fennes & Hapgood (1997), Kramsch (1998), Doye (1999), and Bateman (2002) highlights the intrinsic connection between language and culture Baker (2002) emphasizes that every language embodies the values, beliefs, and assumptions of its originating culture, indicating that language learning is inherently tied to cultural understanding Consequently, modern language teaching has evolved to reflect this relationship, recognizing that effective communication requires more than just knowledge of syntax and vocabulary; it demands cultural competence as well.
Alptekin and Alptekin (1984) emphasize the necessity of teaching language alongside its cultural context, as this combined approach fosters new perceptions and behaviors in learners Krasnick (1986) argues that without cultural understanding, learners struggle to develop effective communicative competence, highlighting the need for comprehension in conversations Similarly, Fantini (1995) points out that language teachers often overlook cultural issues, resulting in limited linguistic competence among students To address this challenge, enhancing students' cultural awareness should be a fundamental responsibility of language educators.
Prodromou (1988:32) emphasizes that a key challenge in English as a Foreign Language (EFL) contexts is not merely addressing the Anglo-American cultural background, but effectively engaging with the local cultural foreground Therefore, it is essential for learners to be educated about the values and norms inherent in their own cultures.
Stereotyping awareness is a crucial aspect of cultural competence that significantly impacts language learners' ability to acquire a new language effectively According to Byram (2002), it is essential for learners to develop not only linguistic skills but also the capacity to use the target language in socially appropriate ways This involves recognizing and interacting with individuals as complex beings with diverse identities, rather than viewing them solely through the lens of stereotypes By fostering this understanding, learners can appreciate the unique qualities of their interlocutors, leading to more meaningful and authentic communication.
Concerns regarding gender bias in ESL textbooks have been highlighted in various studies, including Arnold-Gerrity's investigation into gender stereotyping in elementary texts and its implications for future workforce participation Research by Nilsen, Hartman & Judd, Hellinger, Porreca, and Clarke & Clarke has further examined stereotyping in TESOL materials The Common European Framework of Reference for Languages emphasizes two critical questions for educators: how to address learners' stereotypes and prejudices, and how to confront their own misconceptions To effectively tackle these issues, it is essential to integrate stereotyping awareness into language teaching practices.
Aims of the study
This study aims to explore the awareness of stereotyping among teachers and learners in the context of English language teaching and learning Recognizing these stereotypes is crucial for enhancing learners' intercultural competence, which facilitates their interactions with individuals from diverse cultures The research will provide empirical evidence supporting the hypothesis that awareness of stereotyping is vital for effective language acquisition and will offer recommendations for teachers on how to encourage students to challenge these stereotypes.
Significance of the study
In meeting these aims the study will:
1 provide a basis for enabling students to understand the importance of stereotyping awareness, and
2 encourage the placing of an emphasis on the role of teachers in making students challenge stereotypes.
Scope of the study
This study examines gender stereotyping as perceived by Grade 10 teachers and learners at Phan Boi Chau High School in Binh Thuan province, analyzing how awareness of these stereotypes influences the teaching and learning process Additionally, it explores perspectives on racial stereotyping, despite it being a less prominent issue in Vietnam The findings are based on data collection and an analysis of the current national textbook published by the Education Publishing House.
This study consists of five chapters
Chapter One is the introduction of the thesis providing the background, rationale, aims, significance, scope, and structure of the study
Chapter Two presents a literature review that supports the study's hypothesis, focusing on intercultural communicative competence, which includes stereotyping awareness It examines the nature of stereotyping and its effects on language acquisition, while also highlighting the crucial role of teachers in enhancing learners' understanding of stereotyping.
Chapter Three outlines the study's methodology, detailing the research question, design, subject characteristics, study instruments, and data collection procedures.
Chapter Four analyzes and discusses the findings of the data collected
Chapter Five: conclusion and recommendations.
Structure of the study
Intercultural communicative competence
In the context of globalization and internationalization, the development of intercultural communicative competence has been emphasized as a fundamental goal of education As Burke (2001: 20) explains:
The world is becoming more interconnected due to rapid technological advancements that enhance international communication, uniting diverse cultures like never before In this era of instant communication across borders, understanding different cultural traditions, values, and languages is essential for education.
In response to the new realities, language education has undergone many changes
Foreign language education is currently being examined globally, with its objectives evolving from traditional subject matter to a focus on habit formation, communication, and proficiency-oriented goals, as noted by Fantini (1994) The National Foreign Language Standards Committee plays a significant role in shaping these evolving standards.
(U.S.A) suggested an even broader orientation for language education It is proposed that learners should:
1) be able to communicate in languages other than one’s native tongue;
2) gain knowledge of other cultures;
3) acquire information and connect with other academic disciplines;
4) develop insight into one’s own language and culture; and
5) be able to participate in multilingual communities and a global society
(Preliminary Report, National Standards, November 1994)
In 1972, Hymes introduced the term "communicative competence" to emphasize that knowledge of linguistic structures alone is inadequate for effective communication This concept was later broadened to encompass the cultural dimensions of language use within communities Gass and Varonis (1991) argue that while linguistic competence is essential for intercultural communication, it is not sufficient on its own They note that non-native speakers who achieve near-native proficiency are often expected to adhere to the socio-cultural norms of native speakers Failure to meet these expectations can lead native speakers to perceive communication breakdowns as intentional rather than accidental.
Cultural appropriateness is essential in communication, as culture influences every aspect of it (Crozet and Liddicoat, 2000) Kramsch (1993) emphasizes that communicating in a different language is inherently a cultural act, highlighting the significance of cultural competence in language learning.
Culture is an integral component of language learning, not merely an additional skill alongside speaking, listening, reading, and writing It subtly influences learners from the very beginning, often challenging their communicative competence and forcing them to confront the complexities of understanding the world around them.
Krasner (1999) emphasizes that linguistic competence is insufficient for language learners; they must also grasp culturally appropriate behaviors for effective communication A U.S foreign language education project (1996) highlights that understanding cultural contexts—such as greetings, farewells, and requests—extends beyond grammatical accuracy It involves knowing what to say in various situations and comprehending the underlying beliefs and values of the language Ultimately, true mastery of a language requires an understanding of its cultural contexts.
Crozet and Liddicoat (2000) advocate for foreign language education to emphasize the discovery of a flexible and evolving environment This space is cultivated by intercultural communicators as they engage with one another, striving to overcome cultural differences.
From a pedagogical standpoint, it is essential to rethink the traditional view of culture as merely "the valued artifacts of a particular society," as highlighted by Crozet and Liddicoat (2000) This perspective, often embraced by language educators in universities, presents culture in a static manner, focusing on selected facts, customs, and traditions that learners must grasp to achieve 'cultural competence.' A significant drawback of this monolithic approach is its tendency to impose native-like values and competencies as the standard, overlooking the complexities of cross-cultural communication As Zarate (1993) notes, it neglects the ways in which individuals "relate to otherness" and navigate their differences, ultimately failing to cultivate essential intercultural skills.
The concept of "intercultural communicative competence" has emerged from the emphasis on cultural competence among language learners in the context of intercultural communication (Kramsch 1993; Byram 1997; Morgan 1998; Lo Bianco, Liddicoat, and Crozet 1999) This term signifies that through culture learning, learners can develop the ability to engage with other cultures effectively and appropriately, build and sustain relationships, and perform tasks alongside individuals from diverse cultural backgrounds (Moran 2002:5).
The primary goals of language teaching include fostering intercultural and linguistic competence, preparing learners for interactions with diverse cultures, and promoting understanding and acceptance of individuals with different perspectives, values, and behaviors Additionally, educators should recognize the socialization process that learners experience during language acquisition, as this process equips them with the necessary communicative behaviors relevant to various contexts Ultimately, these interactions are intended to enrich the learners' experiences.
Baker (2002) makes a distinction between communicative competence and intercultural communicative competence as follows:
Hymes' (1972) definition of communicative competence emphasizes the significance of socio-linguistic understanding in language learning, forming the foundation of communicative language teaching Recently, this concept has evolved to encompass intercultural communicative competence, which not only involves grasping the social interaction norms of a specific socio-cultural community but also requires recognizing and reconciling the differing interactional norms across various speech communities (Byram and Fleming 1998:12).
Baker highlights the importance of cultural awareness in developing intercultural communicative competence, suggesting that it encompasses both an understanding of the target culture and the learners' own culture He argues that without this essential aspect of language learning, effective communication may be unattainable.
Understanding and respecting the norms and values of different cultural groups is essential for effective intercultural communication According to Samovar and Porter, language not only facilitates interaction within a culture but also shapes one's thought processes, acting as both a communication tool and a framework for social reality (1982:17).
Hofstede (2001) emphasizes that developing intercultural communicative competence requires an awareness of our own and others' interpretations of reality It is essential to recognize cross-cultural differences and acquire knowledge of the target culture's symbols, norms, and values This awareness and knowledge can then be applied and enhanced through practice, creating opportunities for further development of intercultural communicative competence.
Intercultural communicative competence focuses on enabling learners to grasp the dynamics of intercultural interactions, recognizing the role of social identities in communication It emphasizes the impact of personal perceptions on successful exchanges and encourages individuals to explore and understand the backgrounds of those they engage with.
Fantini (1995) notes that intercultural communicative competence consists of three aspects:
1) the ability to establish and maintain positive relationships,
2) the ability to communicate effectively, with minimal loss and distortion, and,
The concept of stereotyping
Section 2.1 discusses various perspectives on intercultural communicative competence, emphasizing its role in ensuring the appropriateness of language use This section further examines stereotyping as a crucial element of learners' intercultural communicative competence, proposing that awareness of stereotypes enables learners to recognize and appreciate individuals from different cultures, each with unique perspectives, values, and behaviors.
Stereotyping is a significant issue in language studies and various research fields Goodmacher (1996) emphasizes that successful intercultural communication requires avoiding incorrect stereotypes, particularly among individuals with physical differences He argues that such differences can lead to negative and inaccurate assumptions, which may impede effective communication Consequently, any new impressions that contradict existing stereotypes are often ignored, further obstructing meaningful interactions.
In order to gain an insight into the nature of stereotyping, it is desirable to trace back the origin of the term “stereotype” and its definitions
The term "stereotype," originating in 1725, initially described a printing plate created by casting metal in a mold, often made of paper pulp This innovative process was patented by Scottish inventor William Ged, while Firmin Didot later enhanced the technique, gave it its name, and broadened its application.
Walter Lippmann (1922) compared stereotypes to "pictures in the head," referring to mental images that reflect reality Over time, this concept evolved to signify generalizations, frequently leading to overgeneralizations about individuals within a group.
Stereotypes, by dictionary definition, are ideas held about members of particular groups, based primarily on membership in that group The American Heritage
Dictionary of the English Language defines a stereotype as “a conventional, formulaic, and oversimplified conception, opinion or image.” According to the Webster’s New
A stereotype is defined as a fixed or conventional idea or conception about a person, group, or concept that is widely accepted by many, leaving no room for individuality or critical judgment.
Stereotypes are generalizations made about the traits of all individuals within a group, often based on inaccurate perceptions, as highlighted by Burgess (2003) For instance, Breslin’s (1991) research indicates that Americans are typically viewed as friendly and generous yet also arrogant and impatient, while Asians are seen as shrewd but reserved However, these generalizations do not accurately reflect the diversity within these groups, as not all Americans embody friendliness or generosity, nor do all Asians exhibit reserved behavior.
Stereotypes arise when we generalize one trait of an individual to an entire group, leading to misconceptions For instance, if we encounter a quiet Vietnamese person, we might wrongly assume that all Vietnamese individuals share this characteristic Similarly, seeing media portrayals may lead us to believe that all Chinese people excel in business Such perceptions are flawed, as they rely on limited experiences and do not reflect the diversity within these groups.
Stereotyping, as defined by Byram (1997), involves labeling specific groups negatively based on preconceived notions, leading to the assumption that all individuals within that group behave similarly This can diminish our identity by suggesting that appearance or speech dictates behavior An illustrative example is provided by Ovando and Collier (1998), who cite a Lebanese high school student expressing his mixed feelings about stereotypes and his wish to be seen as an individual rather than being judged by the negative portrayals of Middle Easterners in the media.
As a Lebanese individual, I often encounter stereotypes that label me unfairly, with some people jokingly warning others to be cautious around me, suggesting I might be a terrorist.
The statements being made are not serious; it's all in good fun I want to clarify that I would never harm anyone or destroy property, and those involved understand this Ultimately, I am indifferent to the opinions of others and just want to emphasize that the rumors are false.
A study by Cotter (2007) highlights that the native Maori people, who constitute over 10% of New Zealand's population, face negative stereotypes portraying them as primitive, dirty, lazy, and culturally inferior to the dominant Pakeha These harmful perceptions have resulted in feelings of embarrassment among some Maori individuals, leading to a decline in the appreciation of their culture and language.
Gender stereotyping significantly influences individuals' lives, particularly in the context of education Ovando and Collier (1998) highlight that traditional Mexican families historically undervalued formal education for girls, leading to lower educational aspirations among females However, shifts in gender roles are evident, with Mexican-American girls now valuing education more than their male peers This evolution underscores the broader impact of gender stereotypes on society, as all cultural groups develop specific expectations and values related to gender, often perpetuated by institutions like the family Consequently, cultural outsiders may anticipate that group members will conform to these stereotypical behaviors.
In their 1995 paper presented at the SEAMEO RELC Seminar, Jacobs et al highlight extracts from student work at Raffles Girls Secondary School in Singapore, illustrating how gender stereotypes can create misconceptions regarding women's roles in contemporary society.
Modern films often feature working women, yet they primarily portray them as stereotypes—big-hearted hookers, burned-out waitresses, or power-hungry bosses Despite decades of feminism and the growing presence of women in the workforce, Hollywood seems stagnant While many female characters have jobs, these roles are often superficial, serving more as decoration than substance When a woman's occupation is central to the plot, it typically falls into one of these three limiting categories: hooker, waitress, or secretary.
"Pretty Woman" epitomizes the tired trope of the hooker-with-a-heart-of-gold, blending Julia Roberts' profession with a vibrant romance Similarly, Hollywood frequently portrays waitresses as one-dimensional characters, often depicted as sweet yet troubled individuals In contrast, secretaries present a more complex narrative, as they have the potential to advance in their careers, hindered primarily by male superiors These portrayals convey a clear message to audiences that women's roles in the workplace are often undervalued, emphasizing the notion that their primary purpose is to appear attractive and pursue romantic relationships.
Stereotyping and its effects on language acquisition
Stereotypes can hinder language acquisition by fostering cultural ineptitude among learners (Clarke and Clarke 1990: 31) Such stereotypes can lead to negative interpersonal dynamics; for instance, when a male student compliments a female peer based on stereotypical traits like nurturance or physical attractiveness, it may come across as condescending or even harassing Research by Garcia et al (2006) indicates that group-qualified compliments, such as “You did really well for a woman!” provoke anger and cause recipients to view the compliment-giver as prejudiced As noted by Wolfson (1989), these interactions highlight the detrimental effects of stereotypes on social relationships.
Using female-associated terms for males is often seen as insulting, whereas the opposite is generally not the case Calling a woman a term typically linked to men, such as "brave" or referring to her as a "good man," can be viewed as a compliment or neutral, but rarely as an insult In contrast, labeling a man with female-associated terms, like "spinster" or "old maid," is usually perceived as derogatory, suggesting he is unmanly or overly sensitive It is crucial for second language learners to understand these social nuances in language use.
Byram et al (2001) assert that teaching intercultural competence aims to cultivate learners as intercultural speakers who can navigate complexity and multiple identities, avoiding the pitfalls of stereotyping Valdes (1986) highlights the responsibility of language teachers to acknowledge the challenges their students face and to facilitate a learning environment where culture enhances language acquisition rather than obstructs it These perspectives underscore the necessity for language instruction to encompass not only the target language's knowledge and skills but also the capacity to use the language in culturally and socially appropriate contexts This approach aligns with the principles of communicative language teaching, which seeks to empower learners to engage with speakers of diverse cultures on equal footing while fostering an awareness of their own identities and those of others.
“intercultural speakers” who will be successful not only in communicating information but also in developing a human relationship with people of other languages and cultures
Stereotyping significantly impacts learners' language acquisition by shaping their knowledge, skills, and attitudes Misunderstandings often arise from preconceived notions and stereotypes, hindering learners from gaining an accurate understanding of different cultures Familiarity with media portrayals can lead learners to dismiss alternative perspectives, limiting their ability to compare and interpret diverse viewpoints This lack of "decentring," as described by Byram (2001), results in an assumption that their own values and beliefs are the only valid ones Byram et al (2001) emphasize that even the most open-minded learners may react defensively due to their ingrained values Therefore, intercultural speakers and mediators must cultivate a critical awareness of their own beliefs and how these influence their perceptions of others, fostering a deeper understanding of diverse values and behaviors.
In language teaching, critically analyzing stereotypes can enhance learners' understanding of communication patterns in the target language For instance, recognizing that English speakers often prioritize politeness and avoid offending others can clarify their frequent use of phrases like "please" and "thank you" in conversations.
To foster critical thinking in students, it's essential to make them aware of ingrained knowledge and stereotypes, allowing for examination and informed decisions on their validity (Fetterley, 1978) This process should particularly focus on identifying and challenging inaccurate stereotypes that contribute to injustice and discrimination.
Teacher’s role in making students aware of stereotyping
The new trend in language teaching emphasizes analyzing cultural products rather than solely focusing on knowledge and skills This shift highlights the importance of attitudes and values in lesson planning, making them explicit objectives for teachers Consequently, the role of the language teacher has evolved from an authoritarian figure to a facilitator and problem-solver This approach prioritizes skills, knowledge, and cultural awareness, including the understanding of stereotypes, which helps shape learners' attitudes As Fantini notes, acquiring a second language and engaging with its cultural system can transform learners' self-perception and worldview.
Teachers play a crucial role as facilitators in encouraging students to use English in culturally and socially appropriate ways through engaging cultural exercises Their responsibility extends beyond imparting knowledge to fostering attitudes and skills, allowing them to explore information about other countries alongside their students By designing a series of lessons focused on promoting openness to new ideas and empathy toward those affected by bias and discrimination, teachers can create a classroom environment that values individuality and freedom from stereotypes These principles should be consistently integrated into the learning experience, as traditional assessment methods may not effectively measure these important learning outcomes.
To enhance learners' understanding of cross-cultural communication, educators should address the impact of stereotyping in language learning For instance, Liddicoat and Crozet (1997) noted that Australians typically respond briefly to the question, “Did you have a good weekend?”, while the French tend to provide more detailed answers This difference may lead learners to stereotype, assuming that French people are overly talkative and personal, whereas Australians are perceived as laid-back and indirect.
As a matter of fact, the answer given by the Australian people, as Liddicoat and Crozet
(1997) point out, functions mostly as “a conversational routine on Monday mornings, often as a way to make contact The expected answer is short, friendly, and reciprocal
In French culture, inquiries about one's well-being, particularly on a Monday morning, are taken seriously and warrant thoughtful responses, unlike the American casual greeting of "How are you?" which typically does not invite in-depth answers and can even be unsettling if elaborated upon.
In 1993, it was advised that when greeted, one should simply respond with "Fine, thank you," rather than discussing medical issues Teachers play a crucial role in highlighting the differences in cultural norms and raising awareness among learners about the misunderstandings that can stem from stereotyping.
Raising learners' awareness of stereotyping is essential for teachers to enhance their ability to use the target language appropriately According to Fantini (1994), language proficiency is assessed not only on grammatical accuracy but also on the appropriateness of communication Halliday (1984) emphasizes that societal context and cultural context dictate the suitable language for specific situations If textbooks fail to present culturally relevant language, it may lead to cross-cultural pragmatic failures Tomalin and Stempleski (1993) argue that learners must understand culturally appropriate behaviors to communicate effectively with native English speakers, while also recognizing how their own cultural backgrounds shape their actions Teachers play a crucial role in helping students become more aware of these cultural subtleties.
Teachers play a crucial role in helping learners understand the different language forms used by various genders, a concept highlighted by Fasold (1990) as the "differential use of certain status-marking forms by sex." By examining gender-role stereotypes, students can identify language that is deemed appropriate for men versus women For instance, Lakoff (1973) notes that women often use modifiers like "so," "such," and "very" more frequently than men, often accompanied by heightened intonation, making expressions like "It’s so beautiful!" appear more feminine This understanding of linguistic variation is essential for effective communication within the target culture As Wolfson (1989) emphasizes, learners must be aware of acceptable language and evolving societal views on gender, with teachers—regardless of gender—serving as valuable models and guides in this learning process.
The link between linguistic and social practices is evident in the sexist use of language within texts, as language conveys various attitudes and values that can reinforce sexist beliefs It is essential for learners to understand the evolving roles of women in society and the ongoing linguistic debate regarding the representation of women in language According to Pierce (1990:106), English teachers must make students aware of the current struggles within the language to empower them as they learn.
Learners expect teaching materials to help them use language that fosters a positive self-image and includes gender-appropriate language and roles According to Wolfson (1989), it is essential for teachers and curriculum developers to be mindful of sexist language and biases in the materials they choose for the classroom He emphasizes that monitoring classroom resources for biases related to sexism, racism, and other forms of prejudice is a crucial responsibility for both teachers and administrators.
To effectively address negative stereotypes in teaching materials, it is essential to replace those that perpetuate bias with more positive representations However, as Brown (1989) highlights, stereotypes are an inherent part of our cultures, making it unrealistic to present a completely bias-free society to learners Instead, educators should focus on preparing students to recognize stereotypes, understand their origins, and critically evaluate their validity When students identify an invalid stereotype, they can be encouraged to explore constructive ways to address and rectify such misconceptions.
Teachers can leverage gender stereotypes to enhance classroom engagement by recognizing the distinct communication styles of male and female students Research indicates that male students often respond to questions with confidence and spontaneity, while female students typically take more time to formulate their answers, leading to potential interruptions that may undermine their contributions By understanding these differences, educators can tailor their instructional strategies to encourage participation from all students, fostering a more inclusive learning environment.
In Vietnam, learners frequently encounter a narrow perspective of English culture, primarily through Western media and fleeting interactions with tourists, which can foster unrepresentative stereotypes To address this issue, it is recommended that educators facilitate discussions and critical analyses of these stereotypes in the classroom, helping students develop a more nuanced understanding of English culture.
Chapter summary
This chapter delves into intercultural communicative competence and stereotyping, highlighting their interconnection and influence on language acquisition A key focus is on gender stereotyping awareness, which significantly affects learners' ability to use the target language appropriately Additionally, the chapter emphasizes the teacher's role in guiding learners to meet the expected standards of language use in accordance with social and cultural norms This discussion lays the theoretical foundation for the study, with the next chapter set to outline the research design aimed at gathering empirical evidence to address the research questions.
This chapter describes the methodology employed in the current research project It presents the research questions, describes the survey subjects, the data collection instruments, and the implementation procedures.
Research questions
In my investigation into the impact of stereotyping awareness on language learning, I will seek information and data to answer the following questions:
(1) In what way does stereotyping exist in the textbook English 10 for high school students?
(2) Are teachers and learners aware of the existence of stereotyping in the textbook ?
(3) Do they take stereotyping into account in the process of teaching and learning?
(4) Can high school teachers help learners to be aware of stereotyping in language communication?
Research design
This study employed a questionnaire and critical analysis of textbooks to explore the perceptions of teachers and students regarding stereotyping awareness in English language instruction at Phan Boi Chau High School.
The study design consists of three main parts: (1) the subjects, (2) the instruments, and (3) the data collection procedures
The survey was carried out in March 30, 2008 at Phan Boi Chau high school (Binh Thuan province) The learners’ characteristics and their previous learning experience are considered
The investigation involved 960 students from 20 grade 10 classes, representing a participation rate from a total of 972 students The research design aimed to include all students in the classes, but the discrepancy in numbers arose due to various factors: some students were absent on the day the questionnaire was distributed, others opted out of participation, and a few who did engage did not complete the questionnaire as instructed.
The predominant gender of the sample group is female (66.67%) while males accounts for 33.33% of the sample
Gender distribution of the respondents
The students, aged between 16 and 18 years, predominantly consist of 16-year-olds, making up 90.63% of the group In Vietnam, it is typical for over half of the students (57.81%) to begin learning English at the age of twelve, coinciding with their entry into grade six.
A survey was conducted among 12 English teachers from Phan Boi Chau High School, specifically those teaching Grade 10 The gender distribution among the participants consists of 25% males (3 teachers) and 75% females (9 teachers) Their teaching experience varies significantly, ranging from 8 to 33 years, with an average of 16 years of experience in the field.
Gender distribution of the respondents
The initial section of the questionnaire gathered essential background information about the teachers, asking participants to share details regarding their teaching experience, current roles, and gender This data was crucial for creating comprehensive profiles of the teachers involved in the study.
The main section of the questionnaire includes questions on the following topics:
1 Teacher’s awareness of gender stereotyping (Questions 4 and 5) and racial stereotyping (Question 6) Teachers are asked to indicate their attitude toward these issues on the scale ranging from (1) strongly disagree, (2) disagree, (3) neutral, (4) agree), to (5) strongly agree Questions 4 and 5 refer to the role of women in the family and in social life respectively Question 6 is related to the stereotype of black people in sports and music
2 Existence of stereotyping in the textbook (Question 7) Teachers are asked to choose the following options: reading texts, illustrations, dialogues, the language itself, grammar, vocabulary, topics, representations of people and social life If applicable, they can specify others
3 The importance of stereotyping in communication in English (Question 8) Teachers are asked to rate the importance of stereotyping awareness in achieving successful communication in English according to the scale ranging from (1) very little, (2) little, (3) neutral, (4) much, to (5) very much
4 Gender discrimination in teaching job (Question 9) Teachers are asked to indicate whether they feel they are discriminated against in their teaching position by circling a Yes/ No option
5 References of cultural stereotyping in the textbook (Question 10) Teachers are asked to choose the approximate percentage of the time they found cultural stereotyping being referred to in the English textbook for Grade 10 The suggested options are as follows: a.100%; b 75%; c 50%; d 25%; e 0%; f I didn't pay attention
6 Stereotyping instruction (Questions 11, 12, and 13) These questions are concerned with the teachers’ effort in raising stereotyping awareness by teaching or advising their colleagues to teach stereotyping awareness as well as by encouraging learners to examine stereotypes The answer is in the form of a Yes/No option
7 Teachers’ exposure to English (Question 14) In this question teachers are asked to indicate how often they are exposed to the followings: English material from textbooks, English news on radio or TV, English in the internet, Native speakers in person, Vietnamese speakers of English, and English movies Their exposure is rated on the scale ranging from (1) never , (2) less than once a month, (3) once or twice a month, (4) once or twice a week, to (5) every day)
The questionnaire aims to collect data on students' perceptions of stereotyping in language learning It is crafted in clear, simple English without abbreviations to ensure comprehension across varying levels of English proficiency Comprising 12 items, the questionnaire is divided into two distinct sections.
The initial section of the questionnaire gathered essential background information from the students, including their name, class, age, gender, and the duration of their English learning journey This data is crucial for creating comprehensive profiles of the participants involved in the study.
The main section of the questionnaire includes questions on the following topics:
1 Student’s perception of gender role stereotypes (Questions 6,7, 8, 9, and 10)
Students are prompted to express their opinions on gender stereotypes related to occupations and traditional roles within family and society They utilize a rating scale from 1 (strongly disagree) to 5 (strongly agree) to convey their perspectives.
2 Student’s perception of racial stereotypes (Question 11) This question seeks information from the respondents as to how they perceive stereotypical representation of the black people The rating scale also ranges from (1) strongly disagree, (2) disagree, (3) neutral, (4) agree), to (5) strongly agree
Responses to teacher questionnaire
Question 4 “Women are always wives and mothers, men breadwinners.”
In addressing the statement, "Women are always wives and mothers, men are breadwinners," 66.67% of male teachers maintained a neutral position, while 33.33% expressed strong agreement with the notion of women adhering to traditional roles.
A similar percentage of female teachers maintained a neutral stance, but only 11.11% agreed with the notion of women having a passive role, in contrast to 22.22% who strongly disagreed This indicates a shift in societal perceptions of women's roles, which should be acknowledged in educational materials, as highlighted by Wolfson (1989:182-183), who emphasized the importance of teaching students about evolving views on women and the significance of non-sexist language.
Question 5 ( Women appear less visible than men in social life.)
In a recent survey, all male teachers (100%) agreed that women are less visible than men in social life, while only one-third (33.33%) of female teachers shared this perspective Excluding the 11.11% who did not respond and the 33.33% who remained neutral, 22.22% of female teachers strongly disagreed with the notion of women's low profile in social settings This indicates that the stereotype regarding women's visibility in social life remains largely unchanged in Vietnam.
Question 6 (Black people are good musicians and basketball players.)
In a study on racial stereotyping among teachers, it was found that 100% of male teachers maintained a neutral stance regarding the perception of black individuals as musicians and basketball players In contrast, female teachers exhibited varying degrees of awareness, with 11.11% strongly disagreeing, 66.67% agreeing, and 22.22% strongly agreeing that black people are good musicians and athletes.
4.1.3 Existence of stereotyping in the textbook
Question 7 In what ways does stereotyping exist in the new text book English 10 ?
In addressing Question 7 regarding the presence of stereotyping in the new English 10 textbook, teachers have the flexibility to select multiple options that apply This allows for a comprehensive evaluation of the various ways stereotyping may be reflected in the material.
Representations of people and social life
A significant 50% of male teachers identified stereotyping in reading texts and topics, each accounting for 25% of their responses In contrast, female teachers recognized stereotyping across all sources, with percentages including reading texts (12.12%), illustrations (9.09%), dialogues (9.09%), language (9.09%), grammar (9.09%), vocabulary (12.12%), topics (12.12%), and representations of people and social life (12.12%) This nearly equal distribution of concerns highlights female teachers' heightened awareness of stereotyping in the new textbook.
4.1.4 The importance of stereotyping in communication in English
Question 8 In order to have successful communication in English, how important is stereotyping awareness?
A significant 66.67% of male teachers believe that awareness of stereotyping is crucial for effective communication, while 44.44% of female teachers agree This shared perspective underscores the importance of focusing on intercultural communicative competence in teaching practices.
Question 9 Do you feel you are discriminated against in your teaching position?
A survey revealed that all male teachers reported no feelings of discrimination in their teaching roles, while 88.89% of female teachers shared this sentiment, with 11.11% remaining silent on the issue This positive outlook among educators fosters a classroom atmosphere devoid of bias and stereotypes, allowing for the recognition of individual identities to be seamlessly integrated into the learning environment.
Question 10 In the English textbook for Grade 10, approximately what percentage of the time did you find cultural stereotyping being referred to?
A study revealed that while all male teachers overlooked cultural stereotyping references in textbooks, only 33.33% of female teachers did the same Among female teachers, 22.22% found no references to cultural stereotyping, 11.11% noted references at 25%, and 33.33% acknowledged references at 50% This lack of attention to cultural stereotyping may stem from teachers being primarily focused on linguistic competence in language instruction Due to limited time and a common emphasis on developing the four essential language skills—reading, speaking, listening, and writing—teachers often miss the opportunity to address cultural stereotyping as presented in textbooks.
Question 11 As a teacher do you currently teach stereotyping awareness?
The survey results reveal that 100% of male teachers and 77.78% of female teachers do not teach stereotyping awareness, while 22.22% of female teachers incorporate it into their lessons Notably, despite finding no references to cultural stereotyping in the Grade 10 English textbook, teachers still engage in teaching stereotyping awareness, suggesting they utilize alternative teaching materials beyond the textbook.
Question 12 Would you advise your colleagues to teach stereotyping awareness?
Only 33.33% of the male teachers informed that they would advise their colleagues to teach stereotyping awareness The responses from the female teachers also yield the same percentage in view of teaching stereotyping awareness 22.22% of the female teachers made no responses to this question, which indicates that they are not sure whether they should encourage their colleagues to teach stereotyping awareness or not
Question 13 Would you encourage your students to examine their stereotyping?
A comparison of male and female teachers reveals that only 33.33% of male teachers, compared to 44.44% of female teachers, support encouraging students to challenge stereotypes Additionally, the 22.22% of female teachers who did not respond suggests a need for increased efforts to raise awareness among English language instructors in Vietnam about the significance of teaching stereotype awareness.
Teachers are requested to report the frequency of their exposure to various English resources, including textbook materials, English news broadcasts on radio and television, online English content, interactions with native speakers, conversations with Vietnamese speakers of English, and English-language films.
Exposure to English material from textbooks
A significant disparity exists in the exposure to English materials from textbooks, with only 33.33% of male teachers compared to 88.89% of female teachers engaging with these resources daily Given that each textbook possesses unique strengths and weaknesses, it is essential for teachers to explore a diverse range of textbooks for reference This approach may lead to the discovery of valuable sections that can serve as effective supplementary handouts.
Exposure to English news on radio or TV
A significant finding reveals that 33.33% of male teachers and 66.67% of female teachers engage with English news on radio or TV once or twice a week.
Exposure to English in the internet
Responses to student questionnaire
Question 6 Women are placed in traditional roles ( teachers, nurses, mothers, home makers)
In a study examining male students' perspectives on traditional gender roles, 25% remained neutral The remaining participants were evenly divided, with 37.50% expressing disagreement Among those who disagreed, 32.81% strongly disagreed, while 26.56% disagreed In contrast, only 14.06% agreed with the traditional viewpoint, and approximately 26.56% maintained a neutral stance.
Question 7 All childcare workers and nurses are female
One-third of male students and half of female students oppose the stereotype that all childcare workers and nurses are women, with 35.94% of females strongly disagreeing and 14.06% expressing disagreement.
Question 8 All engineers, mechanics, firefighters and police officers are male
Over half of male students challenge traditional stereotypes associated with men's occupations, with 31.82% strongly disagreeing and 22.73% disagreeing, while nearly half of female students also reject these stereotypes, as evidenced by 26.56% strongly disagreeing and 21.88% disagreeing.
Question 9 Women are always wives and mothers, men breadwinners
A significant majority of students challenge traditional gender roles within the family, with approximately 65% of male students and 75% of female students opposing the notion that women should solely be wives and mothers while men are expected to be the primary breadwinners.
Question 10.Women appear less visible than men in social life
The perception of women's visibility in social life has significantly improved, with over half of male students (40.63% strongly disagreeing and 12.50% disagreeing) and nearly two-thirds of female students (67.21% strongly disagreeing and 13.11% disagreeing) rejecting the notion that women are less visible than men in social contexts.
Survey data from questions 6 to 10 indicates that learners recognize gender stereotyping, demonstrating a balanced perspective on traditional roles, occupations, family obligations, and social profiles across genders.
Question 11 Black people are generally supposed to be good at music and sports
In a recent survey on racial stereotyping, fewer than one-third of male students believed that black individuals are typically skilled in music and sports, with 37.50% remaining neutral, suggesting a lack of familiarity with this stereotype Similarly, less than one-third of female students shared this belief, while 35.94% chose to remain neutral, indicating a potential newness of the issue or unfamiliarity with the stereotype among both genders.
4.2.3 Existence of stereotyping in the textbook
Question 12 In what ways does stereotyping exist in the new text book English 10?
(Choose all that apply, you can check more than one option)
Representations of people and social life
The findings indicate a strong awareness of stereotyping present in various sources of the new textbook, particularly in reading texts, illustrations, and representations of people and life Consequently, the teacher's role is to guide students in understanding the origins of stereotypes and evaluating their validity, which in turn fosters deeper insights into their own language and culture.
Critical analysis of the textbook
Unit 1's reading text on team learning highlights the advantages of including both genders in team formation It emphasizes that "Membership should include both boy and girl students of different personalities," suggesting that such diversity enriches the team with varied life experiences and distinct thinking and learning strategies This perspective encourages the embrace of diverse viewpoints, challenging gender stereotypes and fostering a more inclusive environment.
Gender stereotyping is evident in educational materials, particularly in textbooks For instance, Unit 2 focuses primarily on the achievements of men, neglecting the contributions of women A pre-reading activity on page 23 highlights notable figures such as Nguyen Huu Canh, Louis Pasteur, and Yuri Gagarin, all of whom are male, reinforcing a biased representation of societal contributions.
The article highlights the notable contributions of figures like Ernest Hemingway, Charles Dickens, and Nelson Mandela, while also mentioning the biographies of Louis Pasteur, Ton That Tung, and Elizabeth Blackwell, the first female physician in the United States Despite this inclusion, the text underscores a persistent perception of male dominance in the fields of science, medicine, politics, and literature Similarly, the music section in Unit 12 predominantly features male artists such as Mozart, Elvis Presley, and The Beatles, which may alienate advocates for women's representation in these domains.
The portrayal of women in Unit 13 (Theater and Movies) reflects an unbalanced perspective on their societal roles, as evidenced by the six images featuring prominent male figures like Shakespeare, Charlie Chaplin, and Tom Hanks, with a male-to-female ratio of 5:1 Similarly, in Unit 7 (The Mass Media), the fashion industry showcases female models, while men dominate the business sector, as illustrated by a photo on page 86 that highlights three male businessmen discussing investment opportunities in Asia, with no women present Additionally, comparing images of Britney Spears and Michael Jordan can prompt Vietnamese students to critically reassess the roles of women in their own society.
Unit 8 (Life in the Community) explores various market types in Vietnam, including supermarkets, highland markets, floating markets, and countryside markets, all featuring women as the primary sellers While this is a familiar aspect of Vietnamese culture, it may prompt Westerners to question potential gender bias in these roles.
The article highlights the traditional gender roles depicted in Unit 3 (Daily Activities), where men are shown engaged in machinery-related tasks while women are portrayed in nurturing professions like teaching and nursing The reading focuses on a male worker's daily routine, contrasting with the listening section that emphasizes the health habits of a beauty queen This representation reflects societal stereotypes, positioning men as breadwinners and women as focused on appearance However, modern dynamics reveal that many men also prioritize their looks, and women increasingly take on the role of primary earners Additionally, the discussion around beauty queen habits often leaves male students at a loss, resorting to humor instead of engaging meaningfully with the topic.
The prevalence of male dominance is clearly reflected in the portrayal of athletes in various media, particularly in Unit 14, titled "The World Cup," which highlights soccer, a sport historically associated with men Among the five illustrations in the Listening Section, only one features a female athlete, showcasing Capriati in tennis Additionally, in the Speaking Section, only two out of seven illustrations depict female athletes engaged in volleyball and tennis, further emphasizing the gender disparity in sports representation.
The pre-reading activity and the reading text address the underrepresentation of women in sports, particularly through Question 6, which inquires about the existence of a Women's World Cup The final paragraph of the reading highlights the Women's World Cup, suggesting efforts to inspire learners to confront and challenge stereotypes surrounding women in sports.
The portrayal of foreign women often emphasizes their self-sacrificing nature in service to others Unit 4 (Special Education) features Helen Keller (1880-1968), a remarkable deaf and blind woman who devoted her life to enhancing the lives of blind individuals globally This narrative may evoke parallels to Nelson Mandela, the anti-apartheid activist who rose to become South Africa's first black president.
An analysis of sex-linked job possibilities reveals that women's occupational roles are largely confined to positions like student, teacher, nurse, and doctor, while men have access to a wider range of careers, including fisherman, moviemaker, businessman, musician, doctor, and teacher.
Research into gender-specific activity patterns indicates that females are predominantly engaged in indoor, passive activities like classroom learning, watching television, and reading In contrast, males are primarily depicted in outdoor, active roles such as playing football and backpacking.
Despite traditional gender roles often assigning women to tasks like cooking and cleaning, there are efforts to challenge these stereotypes in educational materials A notable example is the reversal of the typical masculine-first pairing of words, such as "uncle" and "aunt," where the feminine term is prioritized instead This approach is exemplified in the Speaking section of the textbook, specifically in Unit 2, page 28, where learners are presented with tasks that reflect this shift in perspective.
Ask and answer about your favorite person’s background Use the following suggested questions
Where was she / he born?
What school did she / he go to?
What degree did she / he get?
What is her / his job?
What could she / he do in her / his job?
Do you admire her / him? Why?
This female-male order can also be seen in reference to people’s names such as Lisa and John (p 66), Jenny and Mike (p 88), Ann and John, Carol and Tuan, (p.121)
Despite the initial progress towards gender balance in the textbook, Unit 3, Task b in the speaking section reverts to traditional gender roles The task instructs students to assume the roles of a TV reporter and a businessman or singer, reinforcing the male-female dynamic in the classroom activities.
Chapter summary
This chapter explores the awareness of stereotyping among teachers and students, with a specific focus on gender stereotypes It includes a critical analysis of current textbooks to examine the presence of these stereotypes The findings indicate that both educators and learners recognize the impact of stereotyping on language teaching and learning, emphasizing its significance for achieving language competence, which involves the appropriate and natural use of the target language.