Stereotype threat and ELT

When they speak their L2, our language students are undertaking something mentally taxing while monitoring themselves for mistakes and in the presence of people who expect them to struggle. This is almost a perfect recipe for stereotype threat.

What is stereotype threat?

In case you’re behind on your liberal intelligentsia required reading, stereotype threat (ST) is “subtle reminders of stereotypes that presume the incompetence of certain groups. This ‘threat in the air’ can cue a concern with confirming these stereotypes that can impair the ability to perform up to one’s potential” (Schmader, 2010, p. 14). In short, fear of confirming negative stereotypes about one’s group takes up mental overhead and reliably and demonstrably hurts performance, and triggering this effect is as simple as reminding people of the stereotype before giving the test. This effect is real and has been replicated many times with many different groups – men and women most often (Johns et al, 2005) , but also White men and Asian men (Aronson et al, 1999) – even tracking implicit bias scores on a national scale in a study with hundreds of thousands of subjects (citation too long – click here).

The precise psychological mechanism behind this is apparently under dispute, but general anxiety along the lines of an affective filter (I don’t think I need a citation for this) seems not to be it. Rather, mental resources seem to be taken up imagining ways to fail. Working memory available for the task is reduced in favor of monitoring oneself for mistakes and spontaneous, intrusive negative thoughts (Cadinu et al., 2005; Schmader, 2010).

What’s it got to do with ELT?

I think it should be clear that our students, to varying degrees, are under ST almost all the time. Less obvious is the fact that many teachers are, too. Learners and teachers alike may be facing a penalty to their language use that has a cause besides incomplete knowledge or acquisition.

If placed in a context where stereotypes are known and especially when ELLs are implicitly being compared to NSs, we can expect ELLs to perform worse than otherwise at language-mediated tasks (I’m reminded of this article in which the author recounts having found solace in the relatively language-free world of math in her teenage ESL years – the Asian math stereotype probably didn’t hurt either). We can expect NNS teachers also to make more errors when they know they are being evaluated by NS teachers. Performance is likely to be worse both for input and for output in both cases. As Rydell et al (2010) write, “At least in the present task setting, we see that overt emphasis on the existence of the stereotype both prevents learning … and, to a significant degree, prevents expression of learning that has already occurred” (p. 14046) (Yes, that is the real page number). ST is likely to affect students in the ELT classroom as well – an ESL class in the USA where everyone thinks “Asian students don’t talk” is probably worse for Asian students, all other things held equal, than an EFL class in Asia taught by a NNS.

These conditions follow NNSs outside the classroom, too. Even well-known ELLs like Arnold Schwarzenegger and Melania Trump have jokes made at the expense of their intelligence – mostly based on accent, the hardest part of NS speech to adopt. It doesn’t seem to have discouraged Arnold, but whenever he speaks in public he is one error away from confirming everyone’s perception of him. I have certainly experienced this feeling myself, and I didn’t have Arnold’s fortitude. Our students’ lives are replete with conditions in which they will be judged on their language use and stereotypes about their national group or ESL students in general are known.

The mechanisms of ST appear especially designed to vitiate SLA. Working memory is probably as relevant as a danger to language acquisition as it is to math, but hyperconsciousness of mistakes is clearly more relevant to language use than many other subjects. Teachers may be instructing students to do exactly that as an effort to encourage noticing (Schmidt, 1993), usually thought of as a good thing, while ST holds self-monitoring to be an inhibitor of performance (Schmader, 2010). It is possible that while noticing facilitates acquisition in the long run, it distracts from other essential processes (e.g. understanding the intentions of one’s conversation partner) in the short run.

In fact, one effect of ST has been described as reduced ability to sort relevant information from noise, which would clearly hurt students’ ability to notice and turn input to intake. One such experiment used Chinese characters to test women’s “visual processing”, and found a ST effect of clear relevance for language teachers (Rydell et al, 2010).

Questions for study

If you haven’t noticed yet, I haven’t done any research to back up my suspicions that ST is an extremely important future topic for SLA. I do have a few ideas for research questions:

  • Assuming ST for SLA is real, how will we know? Grammaticality judgment tests seem the most analogous to the mathematics-based research on ST that has been the most common so far, but wouldn’t real-time processing skills (like participating in a conversation) show a larger effect?
  • What constitutes a “trigger” for ST? Is the presence of NSs enough, or the possibility that NSs will read/see the students’ output, or just a box for “nationality” at the top of the test?
  • For that matter, how would you avoid triggering ST or creating a control group? ST-inducing instructions often look something like Candinu et al’s: “recent research has shown that there are clear differences in the scores obtained by men and women in logical-mathematical tasks” (2005 p. 574) (Interestingly, they left it to the test-takers to infer that women did worse, not just different, on these tests.) Non-ST instructions either simply leave that part out or explicitly negate it, along the lines of “… that there are no differences in the scores…”. How would this condition be accomplished plausibly on a language test of NNSs? Would it be believable to preface a test with, “This grammar topc shows no measurable differences between American and Chinese test-takers”?
  • What groups have relevant stereotypes that could trigger ST? Is “ESL student” enough of a stigma? (Many students act as if it were.)
  • Are different ELT classes more threatening than others? Can interventions by the teacher mitigate ST, for example by making explicit the fact that students will not be judged by NS norms?


Aronson, J., Lustina, M. J., Good, C., Keough, K., Steele, C. M., & Brown, J. (1999). When white men can’t do math: Necessary and sufficient factors in stereotype threat. Journal of experimental social psychology 35/1, pp. 29-46.

Cadinu, M., Maass, A., Rosabianca, A., and Kiesner, J. (2005). Why Do Women Underperform under Stereotype Threat? Evidence for the Role of Negative Thinking. Psychological Science 16/7 pp. 572-578. Available at:

Johns, M., Schmader, T., & Martens, A. (2005). Knowing is half the battle: Teaching stereotype threat as a means of improving women’s math performance. Psychological Science 16/3, pp. 175-179.

Rydell, R. J., Shiffrin, R. M., Boucher, K. L., Van Loo, K., Rydell, M. T., & Steele, C. M. (2010). Stereotype threat prevents perceptual learning. Proceedings of the National Academy of Sciences of the United States of America, 107/32 pp. 14042-14047. Available at:

Schmader, T. (2010). Stereotype Threat Deconstructed. Current Directions in Psychological Science 19/1 pp. 14-18. Available at:

Schmidt, R. (1993). Awareness and Second Language Acquisition. Annual Review of Applied Linguistics 13, pp. 206-26.

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