AN ATTEMPT TO REDUCE ETHNOCENTRISM IN THE FOREIGN-LANGUAGE CLASSROOM

This study investigated an important but little understood issue in fo reign language education: ethnocentrism. Research regarding how well s econd language instructors succeed in reducing ethnocentrism is scarce . Some researchers (e.g., Lambert) suggest that prejudice and ethnocen trism, which interfere with the attainment of openmindedness and cross -cultural understanding, are already well established in children by t he age of 12. If this is true, can second language instructors succeed in achieving their goals? The current study expanded upon the researc h of Tuttle et al. (1979) in which support was found for the hypothesi s that ethnocentrism may be more efficiently reduced if the instructor stresses cultural similarities instead of differences when presenting cultural information about the target culture. The hypothesis had not been examined with college-aged subjects. The three specific research questions investigated in this study were: (1) Does an approach to te aching German culture which emphasizes cultural similarities between G erman and American culture result in a statistically significant decre ase in general ethnocentrism compared to an approach which emphasizes cultural differences? (2) Does an approach to teaching German culture which emphasizes cultural similarities between German and American cul ture result in a statistically significant decrease in ethnocentrism t oward Germans compared to an approach which emphasizes cultural differ ences? (3) To what extent do variables selected on the basis of existi ng literature correlate to one's initial level of ethnocentrism? The s tudy utilized a quasiexperimental intact group design. Nine sections o f first-semester German students were randomly assigned to one of thre e groups: one in which German and American cultural similarities were stressed, one in which German and American cultural differences were s tressed, or a control group. All participants completed an attitude su rvey and provided demographic information prior to any of the cultural presentations. The author then presented six cultural units to each e xperimental group. Depending on the group viewing the presentations, e ither cultural similarities or differences were emphasized. All partic ipants subsequently completed the same attitude survey in order to ass ess changes in ethnocentrism. Although members of the similarities gro up demonstrated a greater decrease in ethnocentrism than members of th e differences group, the results of the experiment were inconclusive b ecause the difference was not statistically significant. However, the author does not view the results as a basis to dismiss the hypothesis. Rather, the data obtained suggest the need for further research on et hnocentrism in the foreign language classroom. The author discusses po tential pedagogical implications and makes recommendations for future studies.