1. Raising Language Awareness through Virtual Experiences (RAVE) Developing methods for revealing linguistic stereotyping using digital media Mats Deutschmann and Anders Steinvall

2. Project aim to further develop and explore experiential pedagogic approaches aimed at raising sociolinguistic language awareness about conceived identity-related phenomena in language to systematically test the effects and efficiency of these methods.

3. Research questions What methods are most efficient for raising language awareness related to linguistic stereotyping (choice of digital media, length, content, group reflections etc.)? What effects have the developed methods had on the subjects with regard to explicit and implicit linguistic stereotyping compared to those who have not participated? Will subjects who have been exposed to the methods have a tendency to overcompensate for prejudice effects (positive stereotyping)? What are the long-term retention effects?

4. Background – previous research Language as an important attribute of identity Matched-guise studies have shown how attitudes can be linked to accents/language (Lambert et al 1960) Stereotypical beliefs are established early and resistant to change ( Sherman et al 2005) Gender expectations in educational contexts (e.g. Sunderland 2000)

5. Background – our own case studies Four different types of case studies under the project ASSIS, sponsored by the flex-project initiative at Umu: –Matched-Guise Experiment –Students’ gender-bending –Evaluation of teacher assistants. –The Lecture Model

6. Case 1: Matched-Guise Experiment Explored matched-guise technique in virtual – gender manipulation. VideoVideo Four female master students Short text using their real voices and female avatars. Then as male voices, male avatars Fifty outside ‘judges’ were asked to evaluate the avatars on traits such as “intelligent”, “confident” etc. Female avatars were evaluated higher on all characteristics

7. Case 2: Students’ gender-bending Students were to discuss gender and language matters in a cross-cultural setting with peers from Chile in SL. Only one student chose to explore gender morphing. “extremely liberating”, but “quite psychologically disturbing” Ethically problematic

8. Case 3: Evaluation of teacher assistants. 34 third-year EFL (English as Foreign Language) teacher trainees discussing with expert peers. Two “fake” avatars, a woman (Rory) and a man (Rico), who served as teacher assistants. Students were asked to rate Rory and Rico on traits. Mixed results. But, Rory was rated higher for being interested in what the students said. Problem: distractions – unclean data

9. Case 3: Evaluation of teacher assistants. The teacher assistants

10. Case 4: The Lecture Model An online lecture on virtual worlds to Master students in Intercultural Communication at Utrecht uni. Performed by a Swedish lecturer and “his two PhD students.” Students were asked to rate the two PhD students. Male more intelligent; female more likable. Post-event survey revealed reflections: “I learned how easy it was to influence people's thoughts on somebody's identity/personality”

11. Summing up our experiences so far Less is more: For good effects, students as “patients” and us as agents (manipulators). Three aspects crucial: –Time –Ethics –Quality of data

12. RAVE – the future Kiss approach (Keep it simple, stupid) Gender, ethnicity, class DiscussantD1D1 D2D2 Perceived gender for groups A 1 and B 1 MaleFemale Perceived gender for groups A 2 and B 2 FemaleMale Example of planned manipulation: Perceived gender of discussants for participants.

13. RAVE – the elements Independent testing of stereotyping Workshops (“manipulation”) Perception tests Debriefings (“treatment”) Group reflections and interviews

14. RAVE – Research design