Stereotypes

and
Its
Implications

────

Context and
Culture
FARAH ZIBAZAINAL ABIDIN82 in

Language
UMMA JUMMAI ZAKAR 820504
Teaching
CULTURE, STEREOTYPES, AND DIVERSITY
Introduction
This 12-weeks multicultural program is designed for a Malaysian form 2 English class that
contains 20 students. It is an end of semester project presented to SGDB 5053: Context and
Culture in ELT which is a course in the English section of department of education, Awang
Had Salleh School of Arts and Social Sciences, Universiti Utara, Malaysia. There are 12
activities to be covered in the program; 2 for Culture, 6 for Stereotyping, and 4 for diversity.
Each week is assigned 60 minutes lessontime.Therefore, the sum period of the program is 720
minutes (12 hours). It intends to introduce students to the values of multiculturalism and
provide opportunities for appreciation of cultural diversity because, as stated by Faihanis,
(2015) it is now vital to instil cross-cultural understanding and intercultural communication
skills in students to help them get involved in the 21st century fast-changing world.
Therefore, this program is relevant in the English classes to guide students for awareness of
multicultural existence in our societies and the tendencies of using such to promote self and
societal changes. Human identity is both individual and societal. However, Way, and Rogers
(2015) have pointed out that, although identity is personal it is at the same time social and that
one of the significant links that binds them is stereotyping about general groupings. Promotion
of social transformations or consistency can be achieved by utilizing the definitions of
prejudice to accomplish social identification, explanation, and mobilization (Durrheim,
Quayle, and Dixon, (2016).
Furthermore, Barrett, Huber, and Reynolds, (2014) showed that benefiting from diversity
requires discrimination, inequalities and structural disadvantages to be tackled, so that all
people can appreciate and enjoy sincere equality of prospects and be able to participate in
intercultural interactions and discussions on a corresponding footing. To enable active
contributions to societies that benefit from diversity, it has become vital that the intercultural
competences of people be developed to empower them with an understanding, appreciation
and respect for each other across cultural differences. It is based on the forgone literature which
points to a need for multicultural education in the present-day classes that the program is
designed.
Literature Review
Stereotype is using related appearances or actions of people to classify them as members of
social groups (Wasarhaley, Lynch, Golding, and Renzetti, 2017). Kite and Whitley Jr (2016),
views it as the beliefs and opinions ascribed to a group of people who share an integral part of
culture, characteristics, attributes, and behaviours which might be generally correct but
segmentally or individually wrong. Negative stereotyping can be a risk to language, or any
other, learning.
Stereotype risk is a problem that have been preventing students who belong to a negatively
labelled group to realize their full potentials as appropriate to their abilities. It is a hindering
emotional state that can affect mental processes and inhibit individuals who belong to some
negatively stereotyped groups, from manifesting their best during learning and performances
(Weber, Appel, and Kronberger, 2015). This is because what society does and say can affect
individuals’ personal identity. In this regard, Way, and Rogers (2015) have pointed out that,
although identity is personal it is at the same time social and that one of the significant links
that binds them is stereotyping about general groupings.
Ashdown, Gibbons, de Baessa, and Brown, (2017) advised that it is essential to identify
stereotypes about people because such stereotypes have significant impact on prejudice and
discrimination which can both bring about hindrances to social fairness and universal
impartialities. Their findings suggested that due to the fact of a shared common negative
stereotypes around the world, a considerate awareness of these stereotypes will possibly help
in lessening prejudice and discrimination against people, reducing conflicts between groups,
and maximizing access to basic human rights. Hence, the reason for including activities to
enlighten students about stereotypes, prejudice, and discrimination and how they can affect
people. Doing so is very important especially in an English language class where students
should be anxiety free to give their best performances.
 Contents of the Program
Topic 2 – Stereotypes

Materials
P1 (Resource 6): You Tube Video – “Anna and the King"
P1 (Resource 7 a): Students’ Worksheet-Pictures of the characters in the movie.
P1 (Resource 7 b): Students’ Worksheet for activity 1
P1 (Resource 8): Students’ Worksheet for activity 2
P1 (Resource 9): Teacher’s Note of Resource 9
P1 (Resource 10): P1 Resource 10: Students’ Work- Sticky notes for activity 3
P1 (Resource11): P1 Resource 11: Students’ Worksheet for Activity 4
P1 (Resource12): P1 Resource 12- Students’ Worksheet for activity 5
P1 (Resource13): P1 Resource 13: Students’ Worksheet for activity 5
P1 Resource 14: Flipchart Quotations for Display in the Class
P1 Resource 15: Students’ Worksheet for activity 6

Topic 2-Stereotypes
Purpose
The activities in this topic intend to make students develop an awareness of:

 How it feels when someone is stereotyped or discriminated against;

 Positive aspects of stereotyping that are practical and can be seen;
 Statements that individualize people while regarding them as collaborators to success;
 The benefits of having people from other cultures amongst us.

Time
Teachers will need 4 weeks (1 hour and 30 minutes (3) period each week) to teach the activities
for this topic. The film “Anna and the King” is to be used for the activities. It should be played
to the students for 30 minutes in 3 weeks, while the last week will be used to assess the students’
general comprehension of the story as it relates to stereotyping. Refer to each of the individual
activities for a clear and specific teaching times and parts of the movie to be used.

Week 1
Activity 1
1) The first activity is a comprehension and writing practice. Students will be shown the
first 15 minutes part of the film “Anna and the King”. They should be given 2
worksheets with some questions written on it (P1, Resource 7 a & b). (15 minutes)

P1, Resource 7 (a)

(To stimulate students awareness of the characters in the movie)
1. Name the characters in the movie
2. Describe the characters.

P1, Resource 7 (b)

3. From the Thai peoples’ reactions to the visitors, write a description of what you feel
Anna represents to them. (a simple sentence description)
4. In not more than three sentences, say where you think Anna and the boy originates from
and what gives you that idea.– This will give the students training in “limited writing
tasks”.
5. What is Anna’sjob in the royal house?
6. Why did the king not employ a local to do the job? – To promote higher order thinking
and self-expressive writing.

2) Students need to work in small groups (5 groups of four) to answer the above
questions. (15 minutes).
3) Next, students should compare their answers. Do they have the same thoughts, or they
have different perspectives? (5 minutes)
Then, in a general class discussion, it should be decided how all the answers should be merged
to form a suitable brief narration of the ten minutes episode.- To serve as expanded writing
task. (10 minutes)

Activity 2

This is a listening comprehension activity. But, other language skills (speaking, reading and
writing) are incorporated into it.
1) To begin with, ask the students to listen carefully to what each major character will
say in the film. Next, distribute Student worksheet P1, Resource 8 to individual
students and ask them to silently read the statements and questions. (5 minutes)
2) In the second place, replay the current part of the film as students read. –This will
encourage an attentive listening activity. (15 minutes)
3) Afterwards, ask the students to answer the following questions as contained in their
worksheets. Tell them to give examples from the film to support their answers.
Question 1) “Well, you wouldn’t have the chance to learn Siamise.”
a- Who made the above statement?
b- Does the listener to the statement have positive view of the Thai people?
c- What made him to think the way he did?
d- Should we think of a group of people or a nation as the same because of what a few
amongst them do?
Question 2) “ This is a good oportunity for us. Try and look at the positive side.”
a- Who made the above statement?
b- Why was the statement made?
c- Howcan this be related to stereotyping? – This can train learners and provide the
teacher with feedback on their comprehension and listening skills.(5 minutes)
4) To conclude, the teacher presents answers as on P1, Resource 9 and ask the students
to compare with theirs.- This part serves as a sourt of self-assessment. (3 minutes)
Ask a couple of the students to read out one of their answers each, and have a whole
class discussion on that.

Week 2
Activity 3
Week two deals with the Language Arts character appreciation and application aspect. At the
beginning of the activity, students will be given sticky notes in three colours; pink, green and
blue. The second10 minutes video of “Anna and the King” will be played by the teacher two
times.
Step1) First, the students watch the you tube short video.
(10 minutes)

Step 2) Second, the students make notes about how the teacher, her son, and her
companion couple felt being strangers in Thailand, and give a list of some
challenges that people like them might face every day. They will use the pink
coloured sticky note for this activity.
(3 minutes)

Step 3) Third, the teacher will play the short video for the second time. Remind the
students to jot down how Anna and other people like her can overcome the
feeling of being an outsider. They will use the green coloured sticky notes.
(10 minutes)

Step 4) Fourth, the students write what they viewed as nice about Anna, Louse, the royal
family, and the generality of the Thai Seamy tribe; such as friendliness,
hospitality and compassion.
(3 minutes)
Step 5) At the end, students in groups of five will stick the notes according to the
colours on a manila card provided and paste it onto the classroom wall.
(2 minutes)

Step 6) The whole class will then have a gallery walk. Before they continue for
gallery walk activity, they first have to come out with one good explanation of
what the meaning of stereotyping is, and the impact it may have on others so
that they can describe precisely to other groups.
(7 minutes)
Group members will rotate their duty as explainer.

Activity 4

This activity is for speaking skills. Distribute P1, Resource 11 to individual students and lead
them to discuss the following questions and decide possible answers for them.
Step 1) In the film you have just watched, king Mongkut said when introducing his
children to Anna: “Each one unique; each one my hope for the future”.

(Question 1)

Does the king’s statement discriminate against anyone or any group? Explain
why.

(Question 2)

Using your own words, defend your answers with actions or episodes from the
film.

(Question 3)

What lessons can you get from the king’s statement in relation to diversity of
cultures, languages and ethnicity in Thailand and Malaysia?

(5 minutes)

Step 2) Give each pair 2 minutes to verbally present their answers to the whole class.
Ask them to clarify their views using occurrences from both last week’s and
the present part of the film as well as situations in Malaysia.
(20 minutes)

The important thing in this activity is for the students to speak in the English language as
fluently as possible. It is the flow of speech that matters, not the technical aspect of language
structures. Therefore, the teacher must be careful when trying to correct any ungrammatical
utterance. If possible, corrections should be avoided as far as meaning is not threatened.

Week 3
Activity 5
Step 1) The teacher plays the third 10 minutes of ‘Anna and the King”. (10 minutes)

Now support and guide learners to execute the following series of activities:

Step 2) Firstly, put students into 5 groups and give each member of a group P1,
Resource: 12 to work with. Ask them to individually read the definitions and
quotations.

(2 minutes)

Step 3) Secondly, make them discuss the questions, and decide how to answer them
by jotting down their ideas and arguments on a separate sheet of paper.
(5 minutes)

Step 4) Thirdly, direct and help them to compile their answers into the worksheet.
(3 minutes)

Step 5) Fourthly, ask each group to read out their final work and have a whole class
discussion about them. Ensure that students express the meaning of stereotype,
prejudice, and discrimination in their answers and discussions by supporting
and guiding them whenever necessary.
(5 minutes)

Step 6) Finally, give individual learnersP1, Resource 13; Students’ Worksheet to

complete.

(5 minutes)

Activity 6

Step 1) Change group members so that all can get to work with others. Display P1,
Resource 14 at a strategic area of the class for all to see and read.
 (2 minutes)

Step 2) Replay the current part of the film.

(10 minutes)

Step 3) Distribute P1, Resource 15; Students’ Worksheet to groups and ask them to
discuss and answer the questions based on the displayed quotations.
(8 minutes)

Step 4) Ask learners to compare their answers and. This serves as self-assessment
activity.
(5 minutes)

Step 5) Tell students this is the end of the program for this term. Ask them to watch the
remaining part of the film at home and study more about stereotyping before
you meet again next term for another program.–This is an assistive exit
from the program.
(5 minutes)

P1 (Resource 6): Teacher’s notes- YouTube video on “Anna and the King”
https://www.youtube.com/watch?v=BA0Wvv_LWk4

P1 Resource 7 (a) - Students’ Worksheet

Look at each picture and try to answer these questions

1. By looking at the picture,

 a. name the characters base on the roles in Anna and The King movie.
b. describe each of the characters.

Who is he?
1
1. He is King Mongkut.

What are his characters?

1. He is brave.

2 He is ________________

Who is she?
2
1. She is _________________.

What are her characters?

2. She is______________.

Who is she?
3
1. She is _________________.

What are her characters?

2. She is_____________
 Who is she?
4
1. She is _________________.

What are her characters?

2. She is______________.

Who is he?

1. He_________________.

What are his characters?

2. He is _______________.

Who is he?
6
1. He_________________.

What are his characters?

2. He is _______________.

3
 Who is he?
7
1. He_________________.

What are his characters?

2. He is _______________.

Who is he?
8
1. He_________________.

What are his characters?

2. He is _______________.

Who is she?
9
1. She is _________________.

What are her characters?

2. She is______________.

3
 Who is he?
10
1. He_________________.

What are his characters?

2. He is _______________.

Who is she?
11
1. She is _________________.

What are her characters?

2. She is______________.

P1 Resource 7 (b) - Students’ Worksheet

1. From the Thai peoples’ reactions to the visitors, write a description of what you feel Anna
represents. (a simple sentence description)
2. In not more than three sentences, say where you think Anna and the boy originates from
and what gives you that idea. – This will give the students training in “limited writing
tasks”.
3. What is Anna’s job in the royal house?
4. Why did the king not employ a local to do the job?
P1 Resource 8 - Students’ Worksheet

(Question 1)
“Well, you wouldn’t have the chance to learn Siamise.”
a-Who made the above statement?
………………………………………………………………………………………..
………………………………………………………………………………………..
b- Does the listener to the statement have positive view of the Thai people?
……………………………………………………………………………………….
………………………………………………………………………………………
c- What made him to think the way he did?
……………………………………………………………………………………….
……………………………………………………………………………………….
d- Should we think of a group of people or a nation as the same because of what a few
amongst them do?
………………………………………………………………………………………..
………………………………………………………………………………………..
(Question 2)
“ This is a good oportunity for us. Try and look at the positive side.”
e- Who made the above statement?
………………………………………………………………………………………..
………………………………………………………………………………………..
f- Why was the statement made?
……………………………………………………………………………………….
……………………………………………………………………………………….
g- How can this be related to stereotyping?
………………………………………………………………………………………
………………………………………………………………………………………

P1 Resource 9: Teacher’s Note (Answers to Activity 2’s Questions)

(Question 1)
“Well, you wouldn’t have the chance to learn Siamise.”
a-Who made the above statement?
Anna
b- Does the listener to the statement have positive view of the Thai people?
No. He doesnot
c- What made him to think the way he did?
Because he saw some workers mistakingly droped a bunch of luggages on another
man and qurrelling amongst themselves.
d- Should we think of a group of people or a nation as the same because of what a few
amongst them do?
No! We should get to know them and find out why things are the way they are with
them.
(Question 2)
“ This is a good oportunity for us. Try and look at the positive side.”
e- Who made the above statement?
Anna
f- Why was the statement made?
Because Louis asked why the king’s son should not be sent to England to be taught
instead of them being in Thailand for that porpuse.
g- How can this statementbe related to stereotyping?
It is related because Anna is advising her son to engage in positive stereotyping where
the Tai Siam are seen as people from whom they can learn an additional language and
make a living.

P1 Resource 10: Student work- Sticky notes

Watch the video and use the sticky notes given to write.
1. Write notes about how Anna, her son and her Indian companions felt as outsiders and
make a list of some challenges that people like them might face every day.
2. How can Anna and other people like her overcome the feeling of being an outsider.
3. Write something nice about Anna, Louis, and the royal family to show their
friendliness, hospitality and compassion.

P1 Resource 11: Student worksheet

In the film you have just watched, king Mongkut said when introducing his children to Anna:
“Each one unique; each one my hope for the future”.

(Question 1)

Does the king’s statement discriminate against anyone or any group? Explain why.

___________________________________________________________________________
___________________________________________________________________________
(Question 2)
What lessons can you get from the king’s statement in relation to diversity of cultures,
languages and ethnicity in Thailand and Malaysia?
___________________________________________________________________________
___________________________________________________________________________

(Question 3)

Using your own words, defend your answers with actions or episodes from the film.
___________________________________________________________________________
___________________________________________________________________________
(Question 4)
What lessons can you get from the king’s statement in relation to diversity of cultures,
languages and ethnicity in Thailand and Malaysia?
___________________________________________________________________________
___________________________________________________________________________

P1 Resource 12- Student worksheet

Read the following quotations and answer the questions:
1) “Because people don’t see the world as it is. They see it as they are.”Is this attitude going
to lead to prejudice and stereotyping? Give examples from the film.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2) “And a good king needs a broader view.”
Explain how having a broader view of the world can help people tolive peacefully with
others.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3) People are prejudiced when they made up their minds about others, before they get to know
them, based on unsupported speculative views or attitudes of the negative or unfavourable
representations of one individual or a group.
Explain howprince Chulalongkorn’s first statements and reactions about Anna can be
viewed as prejudice.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

4) Did he still believe the same about her and her son at the end of the part you just watched?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
5) A person, or a group of people are discriminated against if others treat them less favourably
than other people due to differences in age, sex, disability, marital status, pregnancy, sexual
orientation, colour, nationality, ethnic origin, race, religion, or any other central
characteristics.
Slaves of the Siam prestigious families were discriminated against. Give examples from
the film to prove this statement.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
6) How did Anna helped one of them to gain freedom?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

P1 Resource 13: Students’ worksheet

Rearrange the following concepts into the shapes
and explain them.

1. Social fairness and universal independence

2. Stereotyping
3. Prejudice
4. Discrimination
P1 Resource 14: Flipchart Quotations for Display in the Class
Prince Chulalongkorn asked Anna the following question:
“I have been much thinking Mam teacher. Why some in this life are
master, like judge Mando’un, and others slaves?”
And, this declarationwas written at the end of the film:
Thanks to the vision of his father, king Mongkut, and the teachings of
Anna Leonowens, king Chulalongkorn not only maintained Siam’s
independence but also abolished slavery, instituted religious freedom
and reformed the judicial system.

P1 Resource 15: Student worksheet

The displayed question by prince Chulalongkorn points to a change in view and value.

(Question 1)
Does Chulalongkorn’s word indicate a change in view and values?

(Question 2)
Is the change positive or negative?

(Question 3)
Explain how king Mongkut and the royal family imbibed the positive aspects of the English
culture while still retaining their good traditions.

(Question 4)
Having someone amongst us who is from different culture and language can be beneficial.
Explain this in relation to Anna and the King.

References
Ashdown, B. K., Gibbons, J. L., de Baessa, Y., & Brown, C. M. (2017). Using adolescents’
drawings to reveal stereotypes about ethnic groups in Guatemala. American Journal of
Orthopsychiatry, 87(6), 626.
Barrett, M. D., Huber, J., & Reynolds, C. (2014). Developing intercultural competence through
education. Strasbourg: Council of Europe Publishing.

Durrheim, K., Quayle, M., & Dixon, J. (2016). The struggle for the nature of “prejudice”:
“Prejudice” expression as identity performance. Political Psychology, 37(1), 17-35.
Kite, M. E., & Whitley Jr, B. E. (2016). Psychology of prejudice and discrimination.
Psychology Press.
Wasarhaley, N. E., Lynch, K. R., Golding, J. M., &Renzetti, C. M. (2017). The impact of
gender stereotypes on legal perceptions of lesbian intimate partner violence. Journal of
interpersonal violence, 32(5), 635-658.
Way, N., & Rogers, O. (2015). ‘[T] hey say Black men won’t make it, but I know I’m gonna
make it’’: Ethnic and racial identity development in the context of cultural stereotypes (pp.
269-285). New York, NY: Oxford University Press.
Weber, S., Appel, M., &Kronberger, N. (2015). Stereotype threat and the cognitive
performance of adolescent immigrants: The role of cultural identity strength. Contemporary
Educational Psychology, 42, 71-81.
Yusof, F. M. (2015). Changing Face of Multicultural Thinking. New Sunday Times. September
13, 2015.