Are we tolerant enough to read each other's culture? Evidence from three different social contexts

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Abstract

This study investigated the effect of cultural background of second-language (L2) readers in different social contexts: Israeli Arabs, a minority learning Hebrew in Israel; Israeli Jews learning Arabic as L3; and Arab immigrants in Canada learning English as L2. Participants had to read related and unrelated cultural stories in their L1 and L2/L3. Results revealed that Arab students in the multicultural Canadian context better understood the unrelated cultural stories, while in both Israeli social contexts Arab and Jewish students found it difficult to read unrelated cultural stories. Comprehension results are discussed in light of the role of multiculturalism and ‘melting pot’ policies in shaping minority students’ social orientations.

Original languageEnglish
Pages (from-to)379-388
Number of pages10
JournalEducational Psychology
Volume16
Issue number4
DOIs
StatePublished - Dec 1996

ASJC Scopus subject areas

  • Experimental and Cognitive Psychology
  • Education
  • Developmental and Educational Psychology

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