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This paper aims to highlight ethnic stereotyping in the English-language mass media political discourse, which is an actual issue since the scope of media texts in English prevails in the global information space, which cannot but affect the viewpoint of an "average" English speaking reader. According to the cognitive linguistic approach, the stereotype is considered to be an element of the cultural and linguistic world view and an integral part of reality categorization mechanism. Ethnic stereotypes are very important in the process of intercultural communication since they can increase its effectiveness and eliminate interethnic problems or they can act vice versa. So auto-and hetero-stereotypes play a significant role in intercultural communication. This fact underlines the relevance of ethnic stereotype studies. The notions of "auto- stereotype" and "hetero-stereotype" are considered in the article, using the examples of English-language political media text headlines. Special attention is given to the headlines of English-language media texts about Russia. Basic features of the stereotype "modern Russia", formed by the English-language media, are defined by the analyzed political media text material.

This paper addresses the potential of online environments as spaces for young people to develop intercultural competences by studying how otherness is created online and how this holds potential for learning. While online communication is an increasing part of young peoples' lives, not much is known about how young people use their online social networks to connect with culturally diverse others and whether such interactions create opportunities for learning. Using social network analyses and discourse analyses of self-reports, we compared Turkish-Dutch, Moroccan-Dutch and native-Dutch youth regarding: 1) the geographical dispersion and ethnic diversity of their online social networks and 2) how they reported on their online interactions and the opportunities for global learning. Young people from these communities differed in how they connected online and how they reflected on interactions in which they were confronted with different perspectives. We suggest a re-examination of the notion of global learning, paying more attention to the highly varied experience of 'global' youths' perception of interactions with different others, as well as what the learning potential of 'going global' entails.

This article looks at the emotion discourses among 30 Greek-Cypriot children and youth interviewees when they describe their feelings about migrants in Cyprus. It looks at how migrant representations and narratives are highly emotional constructions that children and youth utilize to make sense of their views about how migrants are different or similar to themselves. In particular, the article focuses on the simultaneous contradictory positions and feelings of fear and empathy. Two important implications for intercultural education are discussed. First, it is suggested that it is valuable to acknowledge that the emotion work required from "host" children and youth in their interactions with migrants should not be taken for granted. Second, rather than painting a "negative" or "positive" image of children and youth's responses to migrants--which categorizes children and youth in simplistic ways--it might be more productive to examine how their emotions are linked to ambivalent discourses and inform actions in negotiating the presence of the other and one's sense of belonging. (Contains 1 note.)

This paper deals with results from an ongoing research project about how patients and health professionals talk about and enact culture in a specific Danish hospital ward, whether this may have implications for staff–patient relationships and how knowledge of cultural complexities may add value to patient care. The project and this paper are based on a discourse analytic and social constructivist approach and, contrary to some earlier studies focusing on health professionals’ perceptions of culture in relation to the care of minority ethnic patients, this project and paper deal with culture seen from a patient perspective. Data have been collected from interviews with minority ethnic patients and with nurses about the intercultural encounter in an infectious diseases ward, and the analysis focuses on evaluating statements present in the discourses. The analysis aims at studying how such discourses may display the patients’ roles and self positioning, to discuss whether such positions and roles are attributable to culture, language proficiency or social conditions. [ABSTRACT FROM AUTHOR]