Abstract:

Cultural stereotypes have been amply discussed in recent years, with an aim to mitigate the effects of the artificial, but highly detrimental boundaries created by prejudice and cross-cultural suspicion. The perception of the Other is often accompanied by the presupposition that one’s own community stands for normality, and that its sociocultural patterns and world-view are superior to that of other groups. This oversimplification and limited understanding of other cultures lead to aggression, fear, and inequality and can hinder cross-cultural communication.

This study intends to find viable methods for the deconstruction of cultural stereotypes in teaching environments. It consists of an analysis of the students’ perception of national stereotypes, and of the pedagogical tools that can be used to further their knowledge on cultural differences, thus laying the basis of cultural sensitivity, and to challenge the students’ beliefs related to national identities. The focus group was formed of a multilingual and multicultural group of students from Comrat, Găgăuzia, the Republic of Moldova. The survey took place in the context of a course on applied linguistics and aimed to shed light on the generalizations through which the students attributed certain behaviors or characteristics to certain relevant national groups (including their own), as expressed verbally. The study also attempts to highlight the source of such stereotypes and to test didactic methods that would help the students achieve a stereotype-free cross-cultural communication.

Keywords:

Cultural stereotypes, cross-cultural communication, multilingualism, multiculturalism.