Once stereotypes, always stereotypes.

This task is to get the telecollaborators interested in the stereotypes that form part of every culture. It offers the chance to exchange their points of view and to draw intercultural comparisons by producing texts which show stereotypes against the partners’ culture.

Institution reporting the task:

Language of task instructions:


Target Group:




References and acknowledgements:



Comparison & analysis

Estimated Duration:

2 sessions







Language Configurations:


Language(s) that the task can be used in:


Dominant language production:

Writing/reading asynchronous

Target Competences:

Language competence
Intercultural skills

Specific pedagogical objectives:

Development of students interest in cultural similarities and differences

Suggested Communication Tools:

Asynchronous text

Suggested Resources:

A general questionnaire on the stereotypes of different countries that allow a humorous and relaxed introduction to the topic (Step 2):

(It is in French but a very easy level)



Step 1 (preparation by the teachers):

  • Create a closed forum (type Moodle)
  • Create a general questionnaire about stereotypes (by using images that reflect stereotypes) or use the proposed questionnaire in French in ” Suggested resources”
  • Create tandem teams of telecollaborators from the same country.

Step 2 (research):

In the forum, the students are asked to respond individually to the questionnaire (…?) as well as to define the word ” stereotype” .

In a new column in the forum, the students then give their impressions of the questionnaire by answering the following questions

What do you think of your own score?

Did you think you would have as many prejudices?

Are the stereotypes that you have seen representative for each country?

The telecollaborators may react to different subjects in the forum by providing comments.

Step 3 (production):

In a new column in the forum, the students are asked to name stereotypes that they have about the partners’ culture and they have to say whether the images are positive or negative.

The text should contain at least three stereotypes and the definition whether they are positive or negative – between 80 and 120 words (according to their level):

In an introduction in the forum, the teachers may initiate the reflection by providing a support document using a representative image of common prejudice in the culture of the partners.

  • in the forum the students may comment on the products of their partners

Step 4: (discussions):

  • The teachers post the following questions in the forum:

In your opinion, what are stereotypes based on?

Do stereotypes really reflect a culture?

  • in the forum the telecollaborators can individually voice their opinions on the two questions and debate them.

Step 5 (final wrap-up in class): Feedback on respecting the instructions, on the stereotypes that exist between the two cultures and on the view of the stereotypes.

Learner Texts:


Document related to the task:


Criteria for Completion:

The participants could produce a text outlining at least three stereotypes they have in their culture and their view on these stereotypes. I posed some questions or made a few comments.

Comments and suggestions:



Le français en Première Ligne (2011-2012) Grenoble-Chypre. Groupe A : Alice Saphengthong, Marianne Legeay (Tâche 6 « Stéréotype un jour, stéréotype toujours »)