Stereotyping awareness in teaching english to high school students at phan boi chau high school binh thuan province problems and suggestions

CERTIFICATE OF ORIGINALITY I hereby certify my authorship of the thesis submitted today entitled: STEREOTYPING AWARENESS IN TEACHING ENGLISH TO HIGH SCHOOL STUDENTS AT PHAN BOI CHAU HIGH SCHOOL (BINH THUAN PROVINCE): PROBLEMS AND SUGGESTIONS in terms of the statement of Requirements for Theses and Field study reports in master’ programs issued by the Higher Degree Committee Ho Chi Minh City, January 2009 NGUYEN HOA MAI PHUONG i RETENTION AND USE OF THE THESIS I hereby state that I, NGUYEN HOA MAI PHUONG, being the candidate for the degree of Master of Arts (TESOL), accept the requirements of the University relating to the retention and use of Master’s Thesis deposited in the University Library In terms of these conditions, I agree that the original of my thesis deposited in the University Library should be accessible for the purpose of study and research, in accordance with the normal conditions established by the Library for case, loan, or reproduction of theses Ho Chi Minh City, January, 2009 NGUYEN HOA MAI PHUONG ii ACKNOWLEDGEMENTS I would like to express my sincere thanks to many people who have assisted my research work To my supervisor Dr Sidsel Millerstrom, I owe a special debt of gratitude for her scholarship, patient guidance, encouragement, and constructive supervision throughout my research My special thanks also go to Ms Nguyen Bich Hanh M.A, Senior Lecturer, for her assistance, suggestion and proofreading of the final draft of this thesis I especially thank Dr Nguyen Hoang Tuan who has encouraged and assisted me in many different ways in my thesis I take this opportunity to thank my colleagues at Phan Boi Chau high school for their kindness during the time I collected data in Binh Thuan province I am profoundly grateful to my mother, my husband, and my younger brother for their invaluable support throughout my study This thesis is in memory of my late father who greatly inspired me in my work and study iii ABSTRACT This study examines the importance of stereotyping awareness in language learning in the Vietnamese context The main purpose of this study is to investigate whether teachers as well as learners aware of stereotyping in teaching and learning English This kind of awareness will enhance learners’ intercultural competence which is supposed to facilitate their interaction with people from foreign cultures Therefore, the study (1) seeks empirical evidence to support the hypothesis that stereotyping awareness is important in language acquisition, and (2) develops evidence that will lead to recommendations concerning the role of teachers in making students challenge stereotypes This study focuses mainly on gender stereotyping as it is perceived by teachers and learners of Grade 10 at Phan Boi Chau high school (Binh Thuan province) In order to see how stereotyping awareness affects the teaching and learning process, perspectives on racial stereotyping, though not a major issue in the Vietnamese setting, are also examined Discussions in the study are based on the data collected as well as on analysis of the current textbook published by the Education Publishing House and used nationwide Relevance and focus are maintained through discussions on the concept of stereotyping as well as other closely related issues In our discussion on stereotyping, the gender issue takes the central place since gender relations (re)present systems of values and attitudes through the medium of language Analysis of teachers’ and students’ responses to the survey questionnaires as well as examination of gender stereotypes in the current textbook reveal that both teachers and students alike are fully aware of the existence of stereotyping in the process of language teaching and learning, and that they find it attributive to the successful acquisition of language competence which stresses the ability of learners to use the target language appropriately and naturally iv The survey findings indicate that stereotyping does exist in the textbook English 10 for high school students, and that the students involved in the survey can recognize this existence in various channels: reading texts, illustrations, dialogues, the language itself, grammar, vocabulary, topics, and representations of people and social life The survey findings also reveal that stereotyping should be taken into account in the process of teaching and learning Apart from the emphasis on linguistic competence, the current approach to language teaching should also focus on cultural competence of which stereotyping awareness is a component Concerning the effort of the teacher in making students aware of stereotyping in language learning, it is desirable that teachers invest their time and energy into teaching this issue The survey has shown that both teachers and students have a balanced view of genders in terms of traditional role, occupation, family obligation, and profile in social life This fact provides a favorable condition for teachers to edit the activities suggested in the textbook so as to shift the focus on both the linguistic and cultural competencies in language acquisition Although dealing with stereotypes in general, and gender stereotypes in particular, is not explicitly mentioned in the textbook or in the school curriculum, it is desirable to view this issue as a component of foreign language teaching The idea is to help learners see positive images of themselves and others on the basis of self-esteem, respect, and tolerance Despite the limited time allowance for classroom instruction as well as the heavy teaching workload, it is possible to integrate the teaching of intercultural awareness in general, and stereotyping awareness in particular, into an English language training program for high school students in the Vietnamese context v TABLE OF CONTENTS CERTIFICATE OF ORIGINALITY i RETENTION AND USE OF THE THESIS ii ACKNOWLEDGEMENTS .iii ABSTRACT .iv TABLE OF CONTENTS vi CHAPTER ONE: INTRODUCTION I.1 Background to the study I.2 Rationale of the study I.3 Aims of the study I.4 Significance of the study I.5 Scope of the study I.6 Structure of the study CHAPTER TWO: LITERATURE REVIEW 2.1 Intercultural communicative competence 2.2 The concept of stereotyping 17 2.3 Stereotyping and its effects on language acquisition 24 2.4 Teacher’s role in making students aware of stereotyping 26 2.5 Chapter summary 31 CHAPTER THREE: METHODOLOGY 32 3.1 Research questions 32 3.2 Research design 32 3.2.1 Subjects 32 3.2.2 Instruments 35 3.2.2.1 Teachers’ Questionnaire 35 3.2.2.2 Students’ Questionnaire 37 vi 3.2.2.3 Critical analysis of the textbook 38 3.2.3 Data collection procedures 40 CHAPTER FOUR: DATA ANALYSIS AND FINDINGS 42 4.1 Responses to teacher questionnaire 42 4.1.1 Gender stereotyping awareness 42 4.1.2 Racial stereotyping awareness 44 4.1.3 Existence of stereotyping in the textbook 45 4.1.4 The importance of stereotyping in communication in english 47 4.1.5 Gender discrimination 47 4.1.6 References of cultural stereotyping 48 4.1.7 Stereotyping instruction 49 4.1.8 Exposure to English 52 4.2 Responses to student questionnaire 58 4.2.1 Gender stereotyping 58 4.2.2 Racial stereotyping 62 4.2.3 Existence of stereotyping in the textbook 63 4.3 Critical analysis of the textbook 64 4.4 Chapter summary 68 CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS 70 5.1 Conclusions 70 5.2 Recommendations 71 5.3 Limitations of the study 79 BIBLIOGRAPHY ……………………………………………………………… 81 APPENDIX 1…………………………………………………………………… 89 APPENDIX …………………………………………………………………….92 vii CHAPTER ONE INTRODUCTION This study examines the importance of stereotyping awareness in language learning in the Vietnamese context, and then recommends possible solutions for improving the learners’ communicative competence To contextualize this study, a description of the English language program at Phan Boi Chau High School is to be given An investigation into the school’s English curriculum is also needed so as to identify the problem associated with stereotyping in language teaching This first chapter will provide the background, rationale, aims, significance, scope, and structure of the study I.1 BACKGROUND TO THE STUDY The English instruction in Vietnam has undergone vigorous changes since Vietnam’s entry into the World Trade Organization (WTO) Obvious evidence can be found in the huge investment in this field made by the Ministry of Education and Training to improve the English language teaching program for high school students A great number of teachers receive further training through a wide variety of channels Teachers are familiarized with current trends of language teaching which emphasize the concept of communicative competence In this setting, the English language program at Phan Boi Chau High School, like those of other high schools in Vietnam, also aims to provide students with a wide range of communicative activities which enhance their communicative competence The curriculum requires that students be exposed to discussion and interaction Much attention is paid to the two popular approaches: the learner-centered approach in education and the communicative approach in foreign language teaching The ultimate aim is to enable learners to acquire communicative competence through achieving the four language skills (listening, speaking, reading, and writing) In other words, linguistic competence is considered a means to meeting the communicative objectives In practice, however, there are some obstacles to be tackled with: First, teachers as well as students are not made aware of the importance of cultural competence in language teaching and learning Rather, they focus on linguistic competence to the extent that they ignore the cultural one which is equally important to the success of a communicative transaction between people from different cultures Less emphasis on cultural competence partly stems from the fact that both teachers and students at Phan Boi Chau high school have limited or no contact with native speakers Learning takes place in the classroom only, and the textbook is one of the main learning and reference tools as a guide to proper language use Limited exposure to English and to native speakers can easily lead to unrepresentative stereotypical impressions Second, a cursory look at the illustrations in the current textbooks gives us the impression that learners are more oriented toward their home culture (i.e Vietnamese culture) rather than the target cultures (i.e those of English speaking countries) Phuong’s study (2007) reveals that the amount of cultural knowledge of English speaking countries provided in the textbook for grade 10 is very low While this approach provides opportunities for learners to examine their own culture, there runs the risk of learners’ being unable to use the target language appropriately because of the inadequate knowledge of the way the various people in the target society are portrayed and shown to communicate This will directly affect the learners' choices of language when communicating with native speakers Third, there seems to be an invitation for teachers and learners to challenge the gender stereotypes For example, most of the illustrated pictures and drawings in textbooks for grade up to grade depict the world of schoolchildren in Vietnam Interestingly, schoolgirls seem to dominate this kind of world This is evident even in the covers of those books In the book cover for grade 6, a boy is shown learning his lesson As a counter balance, a girl is shown reading in that of grade Female dominance, however, is on the increase with the textbook for grade whose cover shows two girls and one boy discussing their lesson, and in the cover of the textbook for grade 9, we have three girls and one boy who involve themselves in their discussion! The situation, however, is reversed in the textbook for grade 10 which is the focus for this study In this textbook males outnumber females, and the significance of this phenomenon will be discussed in the subsequent chapters of the study Not only the ratio of male and female, but also the way both genders are depicted in the textbooks invites contemplation on the changing values and attitudes toward gender roles in Vietnamese society The drawings in the textbooks show women serving meals to their families, doing the housework or cooking Only on rare occasions men have to these chores For instance, in Unit of the textbook for grade 8, in the warm-up activity there are six drawings all of which show a girl washing the dishes, making the bed, sweeping the floor, cooking, cleaning the desk, and feeding the poultry In the dialogue that follows the warm-up activity, a mother is asking her son to cook dinner because she has to visit his grandmother The mother’s choice of language indicates that cooking is not a boy’s task and it is not an enjoyable task for boys, either She said, “I’m sorry, but you have to cook dinner yourself.” (p.27) What values are being unconsciously passed on because of stereotypical descriptions in written and spoken English? To this question, there are many other related issues: Do the textbooks fairly represent all the groups that make up the target society or, in this case, the learners’ society? Is the language appropriate for situations and for the students? 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(1986) Culture Bound: Bridging the Cultural Gap in Language Teaching Cambridge: Cambridge University Press Wolfson (1989) Perspectives: Sociolinguistics and TESOL Heinle & Heinle Publishers Zarate, G (1993) Enseigner une culture étrangère Paris: Hachette 87 APPENDIX STUDENT QUESTIONNAIRE Dear research participants, This questionnaire aims at collecting data for a thesis in partial fulfillment of the requirements for an MA in TESOL at the University of Social Sciences and Humanities I hope you will co-operate by giving your responses to the following questions Please read all of the options carefully and choose the single response that you think best fits you by placing an X in the appropriate box For open-ended questions, please write your answers to the space provided Your contribution is very crucial to the success of the investigation I promise that your answers will be used for research purposes only and they will not be disclosed Thank you in advance for your help PART I: PERSONAL INFORMATION ABOUT YOU Student’s name: _ Class: _ Age: Sex: … Male … Female How old were you when you started learning English? PART II: YOUR STEREOTYPING AWARENESS 88 Women are placed in traditional roles ( teachers, nurses, mothers, home makers) strongly … … … … … strongly disagree agree All childcare workers and nurses are female strongly … … … … … strongly disagree agree All engineers, mechanics, firefighters and police officers are male strongly … … … … … strongly disagree agree Women are always wives and mothers, men breadwinners strongly … … … … … strongly disagree agree 10.Women appear less visible than men in social life strongly … … … … … strongly disagree agree 11 Black people are generally supposed to be good at music and sports strongly … … … … … strongly disagree agree 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) 89 … Reading texts … Illustrations … Dialogues … The language itself … Grammar … Vocabulary … Topics … Representations of people and social life Others (please specify) _ THANK YOU 90 APPENDIX TEACHER QUESTIONNAIRE Dear research participants, This questionnaire aims at collecting data for a thesis in partial fulfillment of the requirements for an MA in TESOL at the University of Social Sciences and Humanities I hope you will co-operate by giving your responses to the following questions Please read all of the options carefully and choose the single response that you think best fits you by placing an X in the appropriate box For open-ended questions, please write your answers to the space provided Your contribution is very crucial to the success of the investigation I promise that your answers will be used for research purposes only and they will not be disclosed Thank you in advance for your help PART I: PERSONAL INFORMATION ABOUT YOU Number of years as educationist Current position Sex PART II: CULTURAL AND SOCIAL STEREOTYPING (Note: Stereotyping refers to 'the conventionalized ways of talking and thinking about other people and cultures.' (Kramsch 1998:131) Ex: “Black people are good at basketball.” “Women are bad drivers.”) 91 Women are always wives and mothers, men breadwinners strongly … … … … … strongly disagree agree Women appear less visible than men in social life strongly … … … … … strongly disagree agree Black people are good musicians and basketball players strongly … … … … … strongly disagree agree In what ways does stereotyping exist in the new text book English 10 ? (Choose all that apply, you can check more than one option) … Reading texts … Illustrations … Dialogues … The language itself … Grammar … Vocabulary … Topics … Representations of people and social life Others (please specify) _ In order to have successful communication in English, how important is stereotyping awareness? a little … … … … … 92 extremely Do you feel you are discriminated against in your teaching position? (CIRCLE ONE) a Yes b No 10 In the English textbook for Grade 10, approximately what percentage of the time did you find cultural stereotyping being referred to? (CIRCLE ONE) a.100% b 75% c 50% d 25% e 0% f I didn't pay attention 11 As a teacher you currently teach stereotyping awareness? (CIRCLE ONE) a Yes b No 12 Would you advise your colleagues to teach stereotyping awareness? (CIRCLE ONE) a Yes b No 13 Would you encourage your students to examine their stereotyping? (CIRCLE ONE) a Yes b No 14 Please indicate how often you are exposed to the followings Never Less than Once once a twice month 93 month or Once or Every a twice a day week 14.1 English material … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … from textbooks 14.2 English news on radio or TV 14.3 English in the internet 14.4 Native speakers in person 14.5 Vietnamese speakers of English 14.6 English movies THANK YOU 94 ... teachers and learners of Grade 10 at Phan Boi Chau high school (Binh Thuan province) In order to see how stereotyping awareness affects the teaching and learning process, perspectives on racial stereotyping, ... heavy teaching workload, it is possible to integrate the teaching of intercultural awareness in general, and stereotyping awareness in particular, into an English language training program for high. .. language appropriately and naturally iv The survey findings indicate that stereotyping does exist in the textbook English 10 for high school students, and that the students involved in the survey