Multicultural literature and EFL learners’ awareness of stereotypes and prejudice

Abstract

The present small-scale Norwegian classroom-based qualitative study explores multicultural literature’s potential for raising young EFL learners’ awareness of stereotypes and prejudice. The study consisted of a two-week multicultural literature project, inspired by critical literacy principles, to engage EFL 6th graders in reflecting on the topics of stereotypes and prejudice through reading and discussing two multicultural picturebooks, The Day You Begin (Woodson, 2018) and Under My Hijab (Khan, 2019), and engaging in four multimodal response activities. Following the two-week project, two semi-structured focus group interviews were carried out, and learner artifacts produced during the project were collected and analyzed.

The study aimed to investigate the potential of multicultural literature for raising Norwegian 6th grade EFL learners’ awareness of stereotypes and prejudice and their willingness to challenge these following the two-week multicultural literature project. The study addressed the following research questions: “What potential does working with multicultural literature have for raising EFL learners’ awareness of stereotypes and prejudice?” and “Do the learners show a willingness to challenge stereotypes and prejudice after the multicultural literature project? If so, in which ways?”

The study found that the participants demonstrated a better understanding of the terms stereotypes and prejudice following the two-week multicultural project. The study also showed that the learners were able to see beyond cultural differences, demonstrated acceptance and respect for individuals with different cultural and religious practices, and reported, through their self-evaluation, having developed a greater appreciation, empathy, and respect toward diversity. Additionally, the participants demonstrated awareness of how stereotypes and prejudice negatively affect individuals. Furthermore, the findings showed that the participants were willing to challenge stereotypes and prejudice by offering various strategies to do so, including creating awareness through conversations, discussions and social media, self-reflection, and taking action to combat racism, discrimination, stereotypes, and prejudice. Overall, the findings emphasize the importance of integrating multicultural literature into the EFL classrooms and addressing complex topics to help learners appreciate and respect cultures beyond their own, while encouraging them to question and challenge various forms of injustice.

The present small-scale Norwegian classroom-based qualitative study explores multicultural literature’s potential for raising young EFL learners’ awareness of stereotypes and prejudice. The study consisted of a two-week multicultural literature project, inspired by critical literacy principles, to engage EFL 6th graders in reflecting on the topics of stereotypes and prejudice through reading and discussing two multicultural picturebooks, The Day You Begin (Woodson, 2018) and Under My Hijab (Khan, 2019), and engaging in four multimodal response activities. Following the two-week project, two semi-structured focus group interviews were carried out, and learner artifacts produced during the project were collected and analyzed.

The study aimed to investigate the potential of multicultural literature for raising Norwegian 6th grade EFL learners’ awareness of stereotypes and prejudice and their willingness to challenge these following the two-week multicultural literature project. The study addressed the following research questions: “What potential does working with multicultural literature have for raising EFL learners’ awareness of stereotypes and prejudice?” and “Do the learners show a willingness to challenge stereotypes and prejudice after the multicultural literature project? If so, in which ways?”

The study found that the participants demonstrated a better understanding of the terms stereotypes and prejudice following the two-week multicultural project. The study also showed that the learners were able to see beyond cultural differences, demonstrated acceptance and respect for individuals with different cultural and religious practices, and reported, through their self-evaluation, having developed a greater appreciation, empathy, and respect toward diversity. Additionally, the participants demonstrated awareness of how stereotypes and prejudice negatively affect individuals. Furthermore, the findings showed that the participants were willing to challenge stereotypes and prejudice by offering various strategies to do so, including creating awareness through conversations, discussions and social media, self-reflection, and taking action to combat racism, discrimination, stereotypes, and prejudice. Overall, the findings emphasize the importance of integrating multicultural literature into the EFL classrooms and addressing complex topics to help learners appreciate and respect cultures beyond their own, while encouraging them to question and challenge various forms of injustice.