Problematizing Cultural

Stereotypes in TESOL by
Kumaravadivelu (2003)
An article presentation by Dongxue Qin and
Moriah M. Kent

About:
- Meta-analysis using the results and
conclusions of various studies to draw
broader conclusions about stereotyping in
TESOL
- Main idea = Students from Asia are
consistently stereotyped in TESOL

Question:
Whats wrong with the term Asian?

Answer:
Its FAR too general to be describing/lumping
nearly 3 billion people together from various
countries and cultures.

3 Common Representations (aka stereotypes):

1. Obedience to Authority ~
Stereotype = Asian students view the
teacher as the end-all-be-all of knowledge and
the teacher is to be obeyed, never questioned.
Reality = India example (Dharampal, 1983)
China example (Cheng, 2000)

2. Passivity in Class ~
Stereotype = Asian students dont take part in
class discussions due to cultural disposition.
Reality = Tsui (1996) says its low English
proficiency/ability/confidence that can contribute to
this stereotype NOT cultural disposition. Liu (2001)
says other factors such as topic relevance, cultural
beliefs, instructors teaching style, students
familiarity on subject matter, motivation, etcaffect
this stereotype.

3. Lack of Critical Thinking ~

Stereotype = Asians dont think critically or value it. Atkinson
(1997) suggests critical thinking is an upper/middle class
American trait.
Reality = Westernization + Colonization + Othering have
resulted in offensive cultural belittling to further the Wests own
interests.
Example: Pennycook (2002) China stumbled upon rather
than Chinese people invented
This language is harmful and perpetuates stereotypes.

Classroom Characteristics Not Particular

to Asians:
Kumaravadivelu (2003) cites personal
experience teaching in India and US to
illustrate:
These stereotypes are not just limited to Asian
students, but in fact are found across L1s,
cultures and countries.

Limitations within Cultural Research

Findings:
1. Impossible to isolate culture.
2. Culture may not account for students classroom behavior, but
rather dominant communicative structure affects their behavior
and this can be perceived negatively or positively.
3. 2 studies (Cortazzi & Jin, 1996; Cheng, 2002) found opposing
results within on culture. Thus, student behavior cannot be
attributed to culture.
4. Authors opinions are bias in every TESOL study, whether they
are for or against a stereotype.

So, why do we stereotype in TESOL?

1. Aversive Racism = stereotypes are ingrained by
a racist system and perpetuated by aspects of
contemporary culture (Gaertner & Dovidio, 1986)
2. Social Identity = stereotypes arise when a
situation feels threatening.
3. Said (1978) identified The Other/Orientalism or
peoples colonized by the West = colonized people
are not seen individuals, but rather faceless
masses.

What are some binary categories

identified with stereotyping?
Can you think of binary categories within
TESOL?
- Us vs. Them/The Other
- West vs. East
- NS vs NNS

Whats the take-away?

A critical awareness of the complex nature of
cultural understanding and the problematic
aspect of our investigative tools may help us
open ourselves to alternative meanings and
possibilities, thereby restraining our rush to
stereotype the Other (Kumaravadivelu, 2003).

Discussion:

1. Is it possible to not stereotype in TESOL?

2. What are the problems of stereotypes in TESOL?
3. When you teach or observe classes, do you think
Asian students belong to the three categories
(obedient, passive, lack of critical thinking)? Why
or why not?
4. When you teach or observe classes, do you think
students from other cultures (not Asia) belong to
the three categories? Why or why not?