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ERIC Number: ED239487
Record Type: Non-Journal
Publication Date: 1983-Dec-2
Pages: 12
Abstractor: N/A
Reference Count: N/A
Cognitive Dissonance as Activities in Teaching French Values and Culture.
Garrott, Carl L.
It is possible to change negative or biased attitudes of American secondary and college students studying French by using "cognitive dissonance" to infuse conflicting ideas or cognitions into the curriculum and help students resolve the resulting anxiety. Students will then become aware of the diversity of ideas and cultural practices, and Francophone traits will be rendered less stereotypic. The most useful classroom techniques using cognitive dissonance involve: (1) offering students nonjudgmental information over a sustained period; (2) group task assignments such as listing positive attributes of the French, finding French-made items, or finding local businesses with French clients overseas; (3) exploratory small-group discussions on attitudes toward the French; (4) skillful interrogation allowing students to reveal biases against the French; (5) values clarification requiring students to list values, assign priorities, make choices, and respond to hypothetical situations; and (6) counter-attitude advocacy, having students support a position and attitude that is the opposite of the one they actually hold. The more effort and time students spend on these activities, the more likely that their attitudes will change. (MSE)
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A