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Post by vlmuth on Oct 13, 2014 20:14:16 GMT -5
How do stereotypes effect the way that ESL is taught in America? If possible use examples from a room that you have been in, if not speculation is fine as well. Do you feel that a class of one group of students would be taught differently than a group of students from a different country?
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Post by ayteama on Oct 15, 2014 18:37:50 GMT -5
Stereotyping pictures other cultures in an oversimplified manner, lumping cultural differences into exaggerated categories, and then views every person in a culture as possessing stereotypical traits. A closed-minded view of cultural differences often results in the maintenance of a stereotype as a blanket assumption . The stereotype may be accurate in depicting the "typical" member of a culture, but it is inaccurate for describing a particular individual, simply because every person is unique and all of a person's behavioral characteristics can't be accurately predicted on the basis of an overgeneralized median point along a continuum of cultural norms. Stereotypes have a way of potentially devaluing people from other cultures.
This would disturb the class unity and harmony as ESL classes always gather international student came from different cultures. Both learners and teachers need to understand cultural differences to recognize openly that people are not all the same beneath the skin. I believe that internationals classes are more exciting than other classes so it be better not to turn this point into a weakness point. Language classes can celebrate cultural differences and even engage in a critical analysis of the use and origin of stereotypes.
It will never be the same in classes. A group of students from different countries would be taught totally differently than a group of national students as the students needs differ alot and need a different way to be fulfilled.
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Post by nancy27c on Oct 15, 2014 21:29:31 GMT -5
I believe that while some generalizations made about cultures may be true up to a point, they can only be used for the culture being looked at as a whole, but not when dealing with small groups or individuals within that culture. While a culture in general may be considered reserved compared to us, when dealing with students of ESL the variety of reserveness may vary from student to student to the point that they have a spectrum that we cannot predict as teachers. And we should not put students into a box based on a culture. While I can say that I will not teach this way, I believe that bias slips in to every person, and we have to take stock constantly to make sure we limit that bais as much as possible. One way would be to ask students themselves if they think we (as their teacher) are doing anything which they feel is sterotyping them. This of course depends on the age of the student and could be related to us sometimes by peers of the students themselves.
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Post by kristine14 on Oct 21, 2014 14:28:40 GMT -5
I feel that stereotypes and generalizations have an impact on not only how ESL is taught but how we treat ELL students. I think it is important to have a basic understanding of certain cultures but remember that each person is unique. Teachers should be aware of stereotypes but should get to know the students. For instance, some cultures do not use eye contact when speaking to someone. In this case, a teacher should not say phrases like "look at me when I'm talking to you." I have learned that in some cultures they avoid physical contact with others. I usually ask my students questions when I am not sure about their cultures and they are more than happy to elaborate and explain their beliefs and traditions.
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Maria
New Member
Posts: 28 
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Post by Maria on Oct 21, 2014 23:17:05 GMT -5
I agree with Kristine that stereotypes and generalizations definitely effect both how ESL is taught and how we treat ELL students. It's important for us to understand and teach that people are not all the same. We must respect different cultures and their practices because we would want to recieve the same treatment. A example could be expecting students to be actively involved and make comments when maybe in their culture their not allowed to speak unless called upon? Sorry i don't have much experience with ESL. :/ I'd try to approach the situation like Kristine suggested and ask questions rather than assume. I think it's possible that students in other countries might be taught differently but i'm sure we'd find there are more similarities.
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Post by nstashenko on Oct 25, 2014 17:18:19 GMT -5
I also agree with Kristine and Maria. I believe that stereotypes both effect the way ESL is taught and the way we treat our ELL students. Stereotyping is such a common human generalization we often find ourselves doing that. For example, if we have a students from one country and we had experience in the past that students from that culture never complete their assignments and never participate in class. Therefore next time when we get a student from that culture we find ourselves just giving the assignment to that student without let's say explaining the directions because we automatically assumed that students from that culture don't complete their assignments. I feel as if a class of one group of students would be taught differently than a group that contains students from different countries. I feel if you have a group that is from one culture you can modify your instruction to teach in a way that the group of students that you have are familiar with or you can modify the lesson to make the group of students that your teaching feel like their culture is valued and welcome by maybe even learning a way to communicate in their language.
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