Outline Nur Ainun

The Impact of Stereotypes and Prejudices on CCC in Language Learning

Learning about cross-cultural understanding is expected of students studying any language, in
addition to improving the four abilities of speaking, listening, writing, and reading. They must have a
thorough understanding of the nation's culture and its native population. Cross-cultural communication
is an essential aspect of language learning, enriching the entire process and leading to a deeper
understanding of both the language and the culture it stems from. Simply put, cross-cultural
understanding is the fundamental capacity of individuals to identify, comprehend, and appropriately
respond to persons, events, or circumstances that are susceptible to misinterpretation because of
cultural differences. Because of this, the main goal of cross-cultural training is to provide the learner or
learners with the necessary tools to achieve cross-cultural understanding.
Language and culture are inseparable, so in order to prevent misunderstandings and
miscommunication, learners of a language should also study the culture of the country and its people.
Cross-cultural understanding is the basic ability of people to recognize, interpret, and appropriately
react to people, incidences, or situations that are open to misunderstanding due to cultural differences.
If we are to communicate successfully across cultures, we must recognize the power of language.
Consider how language can be charged with feeling, how it can galvanize and cause upheaval.
To communicate in a meaningful and comprehensible way within any community, we must be able
to both interpret the signals that other members of the society are sending and respond appropriately.
An individual may be seen as having learned social functioning skills in a given society if they possess
certain talents. The majority of the messages that are exchanged between people in a community are
verbal. While nonverbal communication frequently plays a significant part in communication, the
language code is the main focus of this discussion. (Hall, n.d.). It is the process of exchanging information
between people from different cultures. It involves understanding the differences in verbal and
nonverbal communication between cultures, as well as the different values and beliefs that people from
different cultures hold. Effective cross-cultural communication is essential for businesses, organizations,
and individuals who work with people from other cultures.
STEREOTYPES

1. What is Stereotype
Although we learn that there are some cultural characteristics that a people share, we
have to keep in mind that stereotyping is dangerous because it makes us assume that all people
of a certain group are exactly the same, removing their true identity and assuming they are
resistant to change. Stereotyping is often inaccurate and irrational, and tend to convey a
negative message.
Stereotypes are oversimplified generalizations about groups of people. Stereotypes can
be based on race, ethnicity, age, gender, sexual orientation—almost any characteristic. They
may be positive (usually about one’s own group, such as when women suggest they are less
likely to complain about physical pain) but are often negative (usually toward other groups, such
as when members of a dominant racial group suggest that a subordinate racial group is stupid or
lazy). In either case, the stereotype is a generalization that doesn’t take individual differences
into account.(Solodka et al., 2021)
In fact new stereotypes are rarely created; rather, they are recycled from subordinate
groups that have assimilated into society and are reused to describe newly subordinate groups.
For example, many stereotypes that are currently used to characterize Black people were used
earlier in American history to characterize Irish and Eastern European immigrants. While cultural
and other differences do exist among the various American racial and ethnic groups, many of
the views we have of such groups are unfounded and hence are stereotypes.
As seen, stereotypes exist in the classroom and at school in a variety of forms, and
teachers are essential in assisting students in overcoming them. Teachers have a crucial role in
perpetuating or dispelling preconceptions since they choose the majority of instructional
materials and give further guidance on stereotypes through role-playing, modeling, and
communication. Teachers in elementary school and early childhood education should be
conscious that they are actively forming the children's self-image, which is still forming at that
age. After middle childhood ends, children have a mostly fixed self-image that can be hard to
alter, whether it is favorable or bad (Pipuš, 2021). Additionally, it can be quite challenging to
unlearn something, particularly if a person has been exposed to certain preconceptions from a
young age. Overcoming stereotypes is particularly important in EFL classrooms because, as was
previously mentioned, learning a language involves learning about the world and various
 cultures. It is crucial for a learner to immerse themselves in both linguistic and cultural features
when acquiring a foreign language. Additionally, children studying early languages are exposed
to subjects that lend themselves easily to stereotypes, but they also allow for a great deal of
inclusion and originality. Students get the chance to view various circumstances, social roles,
and social settings through the lens of a diverse cultural background. Consequently, it is the role
of a teacher to act as a filter, an interpreter and to make sure that they are not perpetuating
stereotypes but rather overcoming them.
2. Exposing Stereotypes
As was previously said, instructional resources are a vital component of education. It is the
duty of educators to assess the instructional materials they employ and ensure that any
prejudices are removed in order to foster an inclusive learning environment. The resources that
teachers and EFL teachers utilize in the classroom—flashcards, textbooks, texts, etc.—should be
properly chosen. A student's identity and self-image formation in an EFL classroom can be
influenced by a variety of factors, including the teaching style and resources employed. Because
they provide so many examples of individuals interacting with one another in a variety of social
contexts, roles, and relationships—all of which serve to aid in language acquisition—foreign
language teaching materials play a crucial role in dispelling stereotypes (Seeberg, 2012). As
previously said, this might lead to the use of stereotypes in these instructional materials. Thus,
while choosing resources, educators should exercise caution, call out preconceptions when they
encounter them, and ensure that the materials are modified to accommodate diversity.
3. Work in Class
Hierarchy and the maintenance or eradication of preconceptions are greatly influenced by
language, education, and communication. Instructors need to be aware of the terminology they
employ. Depending on the teacher's choice, even addressing the class might be exclusive or
inclusive. For instance, the teacher can use the pronouns "Guys," "Boys and girls," "Students," or
"Children," or use the plural "they" rather than "he" or "she." Another instance of this is the
practice of assigning boys and girls to different teams or groups for activities based on their
gender, which is common in the classroom. This highlights the children's gender, perpetuates
preconceptions, and emphasizes how important it is to be a girl or a boy—all of which are
superfluous. Teachers should divide and make groups in class based on other things, i.e., in the
EFL classroom teachers can use the topic they are teaching about and divide children into
 groups for example based on their favourite toy or other characteristics such their age, birthday,
interests, etc.
4. Representation
Language, education, and communication all play a major role in maintaining hierarchy and
dispelling or eradicating stereotypes. Teachers must understand the vocabulary they use. Even
the way a teacher addresses the class might be limited or inclusive, depending on their
preference. The teacher may, for example, refer to the group of students as "Guys," "Boys and
girls," "Students," or "Children," or use the plural form "they" in place of "he" or "she." Another
example of this is the usual practice in classrooms of placing boys and girls on distinct teams or
groups for activities according to their gender. This emphasizes the gender of the children,
reinforces stereotypes, and shows how crucial it is to be a girl or a boy—all of which are
unnecessary. The patriarchal values of society are portrayed in European fairy tales. The
powerful women in them are typically ugly and occasionally even evil, while the beautiful and
attractive women have little ability to alter their lives. Disney princesses are influential stories
that share common characteristics and portray women as princesses, helping to shape a new
"girlhood."(Agustin et al., 2021) Stereotypes frequently place a great burden on the characters
in these stories. Teachers frequently use these fairy tales in the classroom, especially for early
language learning, because they are widely read, well-known, and familiar to children in their
native tongue. For this reason, they can be helpful in foreign language instruction.
Representation in textbooks is also often times also full of stereotypes.
5. Eliminating Stereotypes in the EFL Classroom
The topic of stereotypes, and specifically gender stereotyping in schools and more
specifically in EFL classrooms, particularly during the middle childhood and early language
teaching periods, is presented in The Teacher's Role in Eliminating Stereotypes in Class. The
author was curious about stereotypes' existence in EFL, especially gender stereotypes, how they
manifested themselves there, and how they affected the children's self-perception. The author
has discovered that gender stereotypes are prevalent in EFL classrooms and can hinder
students' academic performance and negatively impact their self-image. These stereotypes can
also be found in the teaching methods and classroom resources (textbooks, flashcards, etc.).
The middle childhood years, spanning from six to ten, are critical for the development of one's
self-concept. It is during this period that gender stereotypes are significant and can lead to a
decrease in one's self-esteem. The author goes on to discuss how important it is for teachers to
 dispel gender stereotypes in the classroom and encourage students to have positive self-images.
The author concludes by outlining some crucial actions and suggestions for educators on how to
combat gender stereotypes and foster a positive self-image in EFL classes.

PREJUDICES
1. What is Prejudices
Language learning is an enriching journey that opens doors to new cultures,
opportunities, and ways of thinking. However, this journey can be significantly hampered by the
insidious presence of prejudice. When biases and preconceived notions cloud our interactions
with language learners, the consequences can be far-reaching, impacting not only their
academic progress but also their emotional well-being and sense of belonging. One of the most
immediate effects of prejudice on language learning is the erosion of motivation and
confidence. Learners who are stereotyped or judged based on their native language or cultural
background may feel discouraged and hesitant to participate actively in class. The fear of
making mistakes or being ridiculed can lead to withdrawal, silence, and ultimately, a slower
pace of learning. This can create a vicious cycle, where lack of confidence hinders progress,
further reinforcing negative stereotypes and perpetuating the cycle of prejudice. (Herlina &
Faridah, 2021)
Furthermore, prejudice can create a hostile and stressful learning environment.
Learners who are constantly on guard against discrimination or microaggressions may find it
difficult to focus on the task at hand. The emotional toll of prejudice can manifest in anxiety,
stress, and even depression, all of which can significantly hinder cognitive abilities and
academic performance. In such an environment, the joy of language learning is replaced by a
sense of fear and alienation, making it nearly impossible for learners to thrive.
Beyond the immediate psychological impact, prejudice can also limit learners' access to
valuable cultural insights and understanding. When classrooms fail to acknowledge and
appreciate diversity, learners miss out on the opportunity to learn about different perspectives,
traditions, and ways of life. This not only hinders their comprehension of the language itself,
which is often deeply intertwined with cultural nuances, but also deprives them of the chance
to develop empathy, respect, and valuable intercultural skills.(Lemya, 2022)
Contrarily, prejudice is defined as prejudgment based on an opinion formed about a
person, a group, a race, an idea, or an object. It is an erroneous and false assessment based on
 feelings, illusions, and fantasies. To put it another way, it is an opinion or preconceived notion
that isn't supported by knowledge, experience, or facts. An unfairly negative attitude toward a
social group or a member of that group is known as prejudice. Unfair and unequal treatment of
people or groups based on particular differentiating traits, such as race, ethnicity, religion,
gender, age, (dis)ability, sexual orientation, religion, or other categorical statuses, is known as
discrimination. Discrimination can occur in a variety of contexts and take many different forms,
such as exclusion, prejudice, stereotyping, stigmatization, harassment, or denial of
opportunities such as education and employment.
2. Promoting cultural sensitivity and inclusivity in the EFL classroom
(Dewi, 2017) said Promoting cultural sensitivity and inclusivity in the EFL classroom is
not merely a feel-good initiative; it's a foundational pillar for effective language acquisition.
When learners feel valued and respected for their diverse cultural identities, they engage with
the learning process with greater confidence and motivation. Stereotypes and biases melt
away, paving the way for deeper understanding and a richer learning experience. Imagine a
classroom where a Malaysian student's proverb inspires classmates to reflect on perseverance,
or where a Brazilian learner's music fills the room with the rhythm of cultural exchange. These
moments, fostered by sensitivity and inclusivity, not only enhance language skills but also
broaden perspectives and build bridges of understanding.
Sultivating an inclusive EFL classroom requires conscious effort and intentional
strategies. It starts with the teacher, who should be a champion of sensitivity and advocate for
inclusivity. This necessitates self-reflection and awareness of one's own biases, coupled with
continuous learning about diverse cultures and perspectives. Additionally, employing culturally
responsive teaching practices is key. From incorporating diverse texts and materials to
celebrating cultural holidays and traditions, every step towards acknowledging and appreciating
differences reinforces a sense of belonging for all learners.
One powerful strategy involves embracing technology as a tool for inclusivity. Online
platforms and collaborative tools can connect learners across geographical and cultural
boundaries, fostering peer-to-peer learning and intercultural understanding. Imagine Japanese
and Italian students collaborating on a virtual presentation, sharing their unique perspectives
on a literary text. Such experiences not only hone language skills but also break down cultural
barriers and cultivate empathy.
 Beyond the classroom walls, fostering inclusivity involves building bridges with the
broader community. Inviting guest speakers from diverse backgrounds, organizing cultural
exchange programs, and collaborating with local community organizations can expose learners
to real-world cultural contexts and enrich their understanding of the language in use.
The rewards of creating a culturally sensitive and inclusive EFL classroom are far-
reaching. Learners not only excel in language acquisition but also develop essential 21st-
century skills, including critical thinking, intercultural communication, and problem-solving.
They emerge as global citizens, equipped with the empathy and understanding needed to
navigate an increasingly interconnected world. Imagine a world where EFL graduates, shaped
by inclusivity in the classroom, become ambassadors of cultural understanding, building bridges
and fostering collaboration across borders.
3. Address Prejudice in EFL Classrooms
Lesson plans can be used to teach EFL students about prejudice and discrimination,
which are critical issues in the US. These lesson plans can include critical thinking activities that
examine assumptions, challenge stereotypes, and distinguish between fact and opinion.
Sensitizing teachers to prejudices in representations of indigenous peoples: Teachers can be
sensitized to prejudices in representations of indigenous peoples in EFL textbooks, addressing
issues of racism, discrimination, and stereotyping.
Professors can combat linguistic prejudice in their classes by asking students about their
language backgrounds, assessing students on what they are actually teaching them, providing
students opportunities to write in their own voice, and not viewing students who are learning
English or who speak/write in Black vernacular English as a problem that needs fixing.
Strategies for Countering Unconscious Bias in the Classroom include getting real and
embracing discomfort, addressing unconscious bias starts with awareness and
acknowledgment, and actively working to counter unconscious bias in the classroom.
4. Impact Prejudices on CCC in ELT
Prejudices about English speakers and linguistic hierarchy can be reproduced in EFL
classrooms, and teachers can be sensitized to prejudices in representations of indigenous
peoples in EFL textbooks, addressing issues of racism, discrimination, and stereotyping. To
combat linguistic prejudice in EFL classrooms, professors can ask students about their language
backgrounds, assess students on what they are actually teaching them, provide students
opportunities to write in their own voice, and not view students who are learning English or
 who speak/write in Black vernacular English as a problem that needs fixing. Lesson plans can
also be used to teach EFL students about prejudice and discrimination, which are critical issues
in(051103978.Pdf, n.d.) the US. By using these strategies, teachers and educators can create a
safe and inclusive environment in EFL classrooms that promotes understanding, empathy, and
critical thinking skills in their students.
Prejudices can have a significant impact on cross-cultural competence (CCC) in English
Language Teaching (ELT). Research suggests that prejudices about English speakers and
linguistic hierarchy can be reproduced in the EFL classroom, potentially affecting cross-cultural
understanding in multicultural education. Prejudice and discrimination can also affect people's
opportunities, social resources, self-worth, and motivation, which are essential components of
cross-cultural competence.
Additionally, the effects of racial prejudice on communities have been studied,
highlighting the far-reaching consequences for individuals and the community's health and
well-being. Therefore, addressing and mitigating prejudices in the ELT context is crucial for
fostering cross-cultural competence and creating inclusive learning environments.
5. How Can EFL Teachers Help Students Overcome Their Own Prejudices
EFL teachers play a crucial role in helping students overcome their own prejudices. One
way to do this is by cultivating awareness of their biases. Teachers can become more aware of
their biases by acknowledging that they are human and therefore influenced by psychological
biases. They can also take steps to actively fight implicit bias in themselves by becoming more
aware of it. This can help teachers improve their interactions with students, decrease their
sense of unease in interracial contexts, and make better decisions.(DIversIty , EqualIty AND
InclusIon Charter and GuIdelInes for Early ChIldhood Care AND EducatIon, 2016)
Another way to help students overcome their own prejudices is by implementing lesson
plans on prejudice and discrimination. These lesson plans can include critical thinking activities
that examine assumptions, challenge stereotypes, and distinguish between fact and opinion. By
teaching students about prejudice and discrimination, teachers can help them become more
aware of their own biases and learn how to challenge them.
Teachers can also sensitize themselves to prejudices in representations of indigenous
peoples in EFL textbooks. This can help teachers address issues of racism, discrimination, and
stereotyping in the classroom. Additionally, teachers can work to reduce implicit bias by
becoming more aware of it and taking steps to actively fight it in themselves.
 EFL teachers can help students overcome their own prejudices by cultivating awareness
of their biases, implementing lesson plans on prejudice and discrimination, and sensitizing
themselves to prejudices in representations of indigenous peoples in EFL textbooks. By working
to counter implicit bias in themselves, teachers can create a safe and inclusive environment in
EFL classrooms that promotes understanding, empathy, and critical thinking skills in their
students.

Conclusion

Socialization starts the moment a child is born, mostly in the family, and continues later in
school, where the educational system plays a significant role. Schools teach kids a lot about social roles,
including gender roles. While most research indicates that gender differences are a result of gender
roles rather than a cause, Basow acknowledges that there are some differences between the sexes that
may have a physiological basis. One socialization tool in society is the school, which replicates a
particular culture for the benefit of the privileged classes and enforces exclusions and inclusions
according to social hierarchy. Stereotypes are spread through schools, which is one of the major ways
that culture is spread. According to "the social role theory," stereotypes originate from the roles and
occupations that men and women typically hold, as well as the unique skills that these roles and
occupations require. Thus, the society reinforces stereotypes by assuming that these skills and abilities
are innate. Consequently, school is a key tool for socialization, which is a process that is necessary for
the transmission of social roles and stereotypes. The language used in schools also perpetuates gender
stereotypes. For instance, sexism, according to Basow, comes in three main forms. The first involves
disregarding women and referring to all people as male. By designating what is viewed as the exception
to the rule, such as "policewoman," stereotypes define women. The second is the status of women,
which is determined by the order in which they are typically mentioned (i.e., girls and boys), usually in
second place. Lastly, demeaning or sexualizing women.

Prejudice, a venomous plant with roots in preconceived notions and nurtured by ignorance,
manifests in many forms within the school walls. It can rear its ugly head in blatant acts of
discrimination, from racial slurs and exclusion to physical violence. More subtly, it can surface in
microaggressions, biased assumptions, and unfair expectations that target students based on their
background, religion, sexual orientation, or any other perceived difference. The whispers in the
hallways, the sideways glances in the cafeteria, the unspoken stereotypes that form barriers between
student groups - these are all echoes of prejudice, silently sowing seeds of division and isolation.
 The consequences of prejudice in schools are far-reaching and damaging. It erodes the well-
being of students, both socially and emotionally. Those targeted by prejudice often experience anxiety,
depression, and a diminished sense of belonging. Their academic performance can suffer as the
emotional burden saps their motivation and concentration. Moreover, prejudice breeds a climate of fear
and tension, hindering collaboration and stifling the intellectual discourse that should be the hallmark of
a healthy learning environment. Schools become echo chambers of negativity, where the echoes of bias
drown out the voices of diverse perspectives and the potential for genuine learning.
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