Research Article
Performing Whiteness in Intercultural Marriages: A Critical Analysis of the Film You People in Pop Culture
Gertrude Misornu Nartey*
Issue:
Volume 11, Issue 2, June 2025
Pages:
42-52
Received:
2 January 2025
Accepted:
27 January 2025
Published:
29 April 2025
Abstract: Scholars have asserted that the idea of whiteness has often re-emerged as invisible, non-labeled, and unmarked, and this idea is continuously propagated through media representation. Furthermore, many scholars have argued that media representation functions as a tool for (re)constructing a particular worldview. Hence, the representation of intercultural relationships in popular culture (pop culture) often emphasizes cultural differences and conflicts, especially when the performance of whiteness is involved. Therefore, this study aimed to investigate the representation of intercultural relationships by analyzing how the film You People depicts cultural differences and conflicts in the context of intercultural relationships and why whiteness is performed and propagated in these narratives. A critical thematic analysis was used to analyze the dialogues in the movie. The findings align with existing research demonstrating that the film emphasizes cultural differences and often employs negative stereotypes to highlight conflicts between cultural groups. However, a significant new theme emerged, showcasing how the characters navigated and worked through their differences to maintain their relationships. This theme presents a more hopeful perspective, suggesting potential pathways for intercultural understanding and collaboration, which also brings out nuances that question whether the media is challenging or perpetuating whiteness. This study contributes to intercultural communication by highlighting the dual role of pop culture both as a site for reinforcing stereotypes and as a space for imagining possibilities of intercultural harmony. Ultimately, the study highlights the need for a more nuanced intercultural communication representation.
Abstract: Scholars have asserted that the idea of whiteness has often re-emerged as invisible, non-labeled, and unmarked, and this idea is continuously propagated through media representation. Furthermore, many scholars have argued that media representation functions as a tool for (re)constructing a particular worldview. Hence, the representation of intercul...
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Review Article
Enhancing ESL Learning Through Mindfulness: Strategies for Engagement and Emotional Well-Being
Mehrdad Nazarieh*
Issue:
Volume 11, Issue 2, June 2025
Pages:
53-58
Received:
4 February 2025
Accepted:
26 May 2025
Published:
23 June 2025
DOI:
10.11648/j.cls.20251102.12
Downloads:
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Abstract: This study explores the integration of mindfulness practices in the English as a Second Language (ESL) classroom, highlighting their potential to enhance learner engagement and emotional well-being. It begins with an introduction to mindfulness in education, emphasizing its relevance in addressing the unique challenges faced by ESL learners, such as anxiety and cultural adjustment. The theoretical framework connects mindfulness to emotional health and learning theories, particularly Krashen's Affective Filter Hypothesis, which underscores the impact of emotional factors on language acquisition. The benefits of mindfulness are discussed, including improved focus, reduced anxiety, and the promotion of positive learning environments. Practical applications for teachers and student-centered activities have been proposed to foster engagement and emotional regulation. Additionally, the paper examines how mindfulness supports the development of self-regulation and resilience, enabling learners to better manage stress and persist through academic and cultural challenges. Barriers to implementation, such as lack of training, time constraints, and cultural considerations, are also addressed, with recommendations for adapting practices to diverse classroom contexts. The study suggests future research directions to examine the long-term effects of mindfulness in ESL settings. Ultimately, it advocates that ESL educators incorporate mindfulness techniques to support both academic success and the emotional well-being of students, creating more inclusive, supportive, and effective learning environments.
Abstract: This study explores the integration of mindfulness practices in the English as a Second Language (ESL) classroom, highlighting their potential to enhance learner engagement and emotional well-being. It begins with an introduction to mindfulness in education, emphasizing its relevance in addressing the unique challenges faced by ESL learners, such a...
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