Page 6 - BRIDGES - ISSUE 7

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Tn the European year of languages, prone to voicing every now and then.
Xlanguage teachers all over the old- They have been the object of analysis
cst continent on the planet Earth have in several disciplines, both those com-
been striving hard to relate their teach- ing under a linguistic umbrella (se-
ing practice to the goals outlined in mantics, sociolinguistics, critical dis-
the Common European Framework course analysis, text pragmatics), and
of reference for language learningand those adjoining it (literature, cultural
teaching. One of the most important studies; anthropology, sociology and
ones, relevant not only to language cognitive psychology). Those whoex-
learning but also to everyday lives of amined stereotypesasa phenomenon
citizens of Europe,concerns "the pro- in general define them associallycon-

Hill-
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·
Cross Cultural Stereotypes

in Foreign Language Teaching

:

presented by Radmila Popovic
University of Belgrade, Yugoslavia

motion of plurilinguism and structed mentalcategoriesforsorting
pluriculturalism among citizens in or- events and individuals, categories
der to combat intolerance and xeno- which we project on to the world to
phobia by improving communication make sense of it (Fowler, 1991: 17).
and mutual understanding betweenin- Those focused on the impact of stere-
dividuals". This document also sug- otypingon communication emphasize
gests that in foreign language teach- that it occurs when two groups are
ing due attention should be paid to treated as polar opposites,when char-
obstacles preventingtheattainmentof acteristics, taken to have some exag-
this goal. Cross-cultural stereotypes gerated negative or positive value,are
certainly represent a major hindrance overgeneralized toapply toeach mem-
to its achievement. It is common ber of the group. They also warn us
knowledge that a prerequisite for that stereotypes limit our understand-
overcomingobstacles is thefull knowl- ing of human behaviour and of
edge of their nature. Thus, it follows intercultural discourse because they
from this that wc should start our dis- limit our viewof human activity to just
cussion of stereotypes with results of one or two salient dimensions
previous research on this phenom- (Scollon,Scollon,1995:155-156).
enon, and then, in the light of the find-
ings, outline possible directions to- Stereotypes result from a) common
wards the solution of the problem. experience and communication- either
direct: acquired due to geographic
Stereotypes can be defined as general proximity, cultural influence, trade,
views about others of the type ’Ital- political alliances and hostilities,colo-
ians are loud’, ’the English are cold nial domination, etc. or b) indirect -
and reserved’, which most of us are »»
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