Exploring perception in multilingual audiovisual products: A Babelian portrayal of European stereotypes

This study examines the representation of Jamaican Creole and cultural stereotypes about Jamaicans in the BBC Three sketch Jamaican Countdown, produced for the British show Famalam. The parody, which sharply contrasts with the original intellectual and orderly game show Countdown, employs features of Jamaican Creole for comedic effect. However, it has faced criticism for reinforcing cultural stereotypes about Jamaicans. This article focuses on the linguistic features – phonetic, morphosyntactic and lexical – used in the sketch. Through qualitative methods, it examines these features and investigates how linguistic and visual elements contribute to the portrayal of cultural stereotypes. The results show that Jamaican Countdown introduces complex indexical relationships by enriching the portrayal of Jamaicans in popular culture but also perpetuating stereotypes. The sketch contrasts the original British game show’s formality with a sexualized, unruly Jamaican parody, which exhibits various semiotic resources to both parody and reinforce cultural stereotypes.

The portrayal of diversity and stereotypes in TV advertisements targeting children plays a crucial role in shaping their perceptions, attitudes, and understanding of social norms. Advertisements often depict stereotypical characters, limited diversity, and biased representations that influence children's beliefs and behaviors. This study employs AI-powered content analysis to investigate the representation of diversity and stereotypes in TV advertisements aimed at children. Using advanced machine learning techniques, including natural language processing (NLP), image recognition, and sentiment analysis, this research examines a sample of 500 advertisements to identify patterns in the portrayal of race, gender, body image, and cultural stereotypes. Data were collected from structured content analysis, and a survey of 400 families with children aged 6-14 years was conducted to understand the impact of these portrayals on children’s perceptions. Statistical tools such as regression analysis, ANOVA, and thematic analysis were used to assess the influence of stereotypical portrayals on children’s attitudes and behaviors. The findings reveal that many TV advertisements still rely on outdated stereotypes, with limited representation of diverse characters. These portrayals significantly impact children's views on race, gender roles, and body image, often reinforcing harmful stereotypes. This study highlights the potential of AI-powered tools in uncovering biases in media content and underscores the need for more inclusive and balanced representations in advertisements targeting young audiences.

SUMMARYIn this article, I situate violent conflict affecting pastoralists in northern Kenya in the context of media representations of violent incidents and the relationship that many Kenyans perceive between such incidents and election politics. I argue that media representations are implicated in cycles of violent conflict through erasure and misrecognition. Most crucially, media representations tend to focus on cultural stereotypes that tacitly legitimate ongoing violence by explaining it away as timeless and cultural. These unidimensional representations can distract from the culpability of political elites and from the role of economic and political disenfranchisement in sustaining violence. They can also mask the ways in which some elites benefit from the propagation of cultural stereotypes even while deliberately engaging in manipulation of ethnic fault lines. Finally, I argue that these already ubiquitous representations hinging on cultural stereotypes contribute to a global politics of marginalization, within which so‐called indigenous violence is simultaneously politically expedient, routine, and forgettable.

Stereotypes are prevalent and entrenched societal attitudes that emerge in various forms. Over the years, films have significantly contributed to the portrayal and reinforcement of these biases. This study examines, via comprehensive cinematic analysis, the depiction of many stereotypes in the Pakistani film "Zindagi Tamasha". This study uses concepts from cultural studies to examine how the film challenges conventional beliefs, engages with societal norms, and initiates discourse on Pakistani culture. The study employs an interdisciplinary approach, recognizing that various facets of our identity—such as gender, religion, and financial status—shape our beliefs. Thoroughly analyzing the narrative, language, imagery, and character development the researcher facilitates the assessment of the picture and its societal significance. Two primary ethical concerns are: adherence to regulations about appropriate usage and the acknowledgment of diverse cultural backgrounds. The study seeks to elucidate how "Zindagi Tamasha" contests prevailing notions, so contributing to the continuing discourse on cultural representation in Pakistani cinema. This study examines the portrayal of multiple stereotypes in the Pakistani film "Zindagi Tamasha" through a wide-ranging cinematic analysis, utilizing Teun A. van Dijk's theoretical framework on discourse and social representation. By applying impressions from cultural studies, the research explores how the film challenges conventional beliefs, engages with societal norms, and initiates discourse on Pakistani culture. Rahat's distinctive movement, particularly his dancing, directs our attention to the influence of language and discourse on our comprehension of moral concepts.

Purpose – This study aims to examine the concept of effectiveness from a theoretical perspective, describe the nature of audio-visual media in learning, analyze the characteristics of Arabic listening skills, identify the role of audio-visual media in supporting listening instruction, and explore the factors that facilitate its use. Design/methods/approach – This research employs a qualitative approach using a library research design with a descriptive-analytical method. Data were collected from secondary sources, including journal articles, books, and previous studies, and analyzed using content analysis through stages of data organization, thematic coding, interpretation, and synthesis. Findings – The findings indicate that effectiveness should be understood as the alignment between learning objectives, processes, and outcomes rather than as a purely empirical measure. Audio-visual media provide richer linguistic input, enhance comprehension through multimodal presentation, and improve learner motivation and engagement. Additionally, Arabic listening requires contextual exposure, repetition, and structured pedagogical support, which can be effectively facilitated by audio-visual media. Research Implications – The study highlights the importance of integrating audio-visual media into well-designed instructional strategies to optimize learning outcomes. It also provides a conceptual framework that contributes to the theoretical understanding of media use in Arabic listening instruction. However, as this study is based on literature review, further empirical research is recommended to validate and extend these findings in practical classroom settings. Purpose – This study aims to examine the concept of effectiveness from a theoretical perspective, describe the nature of audio-visual media in learning, analyze the characteristics of Arabic listening skills, identify the role of audio-visual media in supporting listening instruction, and explore the factors that facilitate its use. Design/methods/approach – This research employs a qualitative approach using a library research design with a descriptive-analytical method. Data were collected from secondary sources, including journal articles, books, and previous studies, and analyzed using content analysis through stages of data organization, thematic coding, interpretation, and synthesis. Findings – The findings indicate that effectiveness should be understood as the alignment between learning objectives, processes, and outcomes rather than as a purely empirical measure. Audio-visual media provide richer linguistic input, enhance comprehension through multimodal presentation, and improve learner motivation and engagement. Additionally, Arabic listening requires contextual exposure, repetition, and structured pedagogical support, which can be effectively facilitated by audio-visual media. Research Implications – The study highlights the importance of integrating audio-visual media into well-designed instructional strategies to optimize learning outcomes. It also provides a conceptual framework that contributes to the theoretical understanding of media use in Arabic listening instruction. However, as this study is based on literature review, further empirical research is recommended to validate and extend these findings in practical classroom settings.

This article explores the dynamics of media representation and its profound impact on cultural identity and intercultural relations, exploring how various forms of media—television, films, and digital platforms—shape and are shaped by cultural identities globally. By employing key theoretical frameworks like cultural imperialism and representation theory, it examines the ways in which media influences cultural perceptions and identities across different regions, from the dominance of Western narratives to the cultural expressions in Eastern media. The review further investigates the role of modern media technologies, such as streaming platforms and social media, in facilitating global cultural exchange while also perpetuating stereotypes. Case studies of diverse media representations illustrate the dual role of media in challenging and reinforcing cultural norms and stereotypes. The findings highlight the necessity for media producers, policymakers, and educators to foster more accurate and inclusive representations to enhance cultural understanding and identity formation in an increasingly globalized world.

This study examines the role of the Indian diaspora in Indonesia in advancing cultural diplomacy, with a focus on the interplay between ethnic identity, media representation, and cultural integration. The Indian diaspora, historically rooted in regions such as North Sumatra, Aceh, Surabaya, Jakarta, and Bali, has contributed significantly to various sectors, including trade, textiles, manufacturing, and film. However, the community continues to face challenges related to citizenship status, remittances, sociocultural acceptance, and integration within Indonesia’s predominantly Muslim society. Using a qualitative research approach, the study employs semi-structured interviews with key diaspora figures, content analysis of media representations, and policy document review to explore how ethnic identity both facilitates and complicates cultural diplomacy between India and Indonesia. Key findings reveal that while the diaspora acts as an effective conduit for India's soft power and cultural exchange, structural limitations constrain their diplomatic potential, such as exclusion from policy-making, cultural stereotyping, and institutional invisibility. The novelty of this research lies in its focus on the intersection of media, mindset, and diasporic cultural practice as strategic elements in public diplomacy. It argues that recognizing the nuanced role of diaspora identity is vital for fostering inclusive cultural diplomacy and enhancing bilateral relations in multicultural settings like Indonesia.

This systematic review examines cultural stereotypes depicted in visual content of foreign language textbooks, considering their impact on intercultural education. The research addresses the critical need for understanding how stereotypes in textbooks influence students' cultural perceptions and biases. Using a PRISMA-guided review of 24 articles, the study analyzes how textbooks visually represent different cultures and gender roles. Findings reveal that cultural stereotypes are frequently reinforced, with visuals heavily dominated by Anglo-Saxon target cultures, while local cultures are often exoticized and depicted in static, traditional images. Additionally, gender stereotypes remain pervasive, portraying women in passive roles and men in dominant positions. These stereotypical portrayals potentially hinder intercultural understanding and reinforce existing biases among learners. However, the review identifies examples where textbooks successfully promote cultural inclusivity and diversity through balanced representations. This study implies that textbook developers should intentionally incorporate inclusive, dynamic, and balanced visuals to facilitate critical intercultural learning. The paper concludes with recommendations for addressing existing gaps, including the need to explore teachers' and students' perceptions, internal cultural diversity, and visual content in digital textbooks.

This essay will provide further insight into how Black audiences interpret a popular culture text by focusing upon how a group of young black men construct Black masculinity as depicted in the film Barbershop. Interestingly, a rhetorical community of young Black men discussed the representations of the characters in the film from a perspective of Black individualism rather than reaffirming identity through a collective orientation toward the culture. This reading contrasts with much of the “ghettocentric” film literature by highlighting how a Black audience's interpretation of a text can focus on individualism rather than on cultural representations and stereotypes.

The media have the ability to detect, store and transform information about stereotypes of behavioral culture, civilized forms of manifestation, both in everyday life of people, and in institutional relations, especially in the business and diplomacy sectors. In their role diversity, the media may implicitly enforce to such standards of behavior that society requires for organized, orderly relationships and compliance with social morals.Nowadays, the media possess unique means of suggestion, persuasion, propaganda and manipulation of the audience. In this process, the mechanism of influence of consciousness is of particular importance in order to change the outer scope of its behavior. At the same time, the media have a number of advantages: the mass media are free of didactics, instruction and tendentious moralisation. Unconditional advantages of the mass media include combinatorics when providing information about the rules of good tone, polite behavior. Many products of the media are widely used in psychological techniques that facilitate the assimilation of information provided, for example, assimilation and recognition. Immanent, unintentional forms of suggestion are also effective, when stereotypes of behavior that correspond to representations of decency are formed without a tangible influence of authority, power or fear of punishment.Moreover, the media are capable of the opposite effect – to simplify, deform the patterns of behavioral culture and relationships, and contribute to the simplification of morality. Such areas in the activities of the media include violation of limits of the decent, mocking sacramental (sacred), turning to vulgar and obscene themes. In pursuit of the attention mass media are able to eliminate restrictions, unvoluntarily call for permissiveness. Such a role in the media is played by advertising, which can adjust to unpretentiousness and easiness, as well as demonstration in programs such things that are clear and desirable to the majority. In this case the stereotypical form of behavior acts through allegorical figures, influencing the individual’s subconsciousness.The article analyzes the place and role of mass media in the formation of stereotypes of behavioral culture. As a result of the study, the conclusion was made about the dual nature of mass-media production: on the one hand, they implicitly influence the spread of etiquette rules, and on the other hand, they can contribute to the simplification of morality and indulge vulgar, obscene, low-lying and impenetrable behaviour.

ABSTRACTThe Role of Audio Visual Media in Increasing Interest in Learning Islamic Religious Education at SDN Teloko. The background of this research is the importance of increasing interest in learning Islamic religious education from an early age at school and outside of school to shape students' morals. From different student backgrounds, interest in learning PAI tends to be low, so learning strategies are needed that can increase interest in learning, one of which is by using learning media. For schools in rural areas, it is still rare to use learning media in the form of audio-visual because of various factors such as the absence of infrastructure and the lack of teachers who have the ability to use the media. However, at SDN Teloko, PAI teachers have started using audio-visual media as teaching media in the classroom. The purpose of this study was to determine the role of audio-visual media in increasing interest in PAI learning for third grade students at SDN Teloko, and to find out the results of its use and the supporting and inhibiting factors. This research is a qualitative descriptive study. The subjects of this study were third grade students of SDN Teloko and PAI teachers. Data was collected using structured free interviews and simple questionnaires to collect data from students and collect data documentation. The results of the interviews were reduced by selecting the answers that were important and then arranged systematically. The results of the research in the form of numbers are converted into a predicate of 75% - 100% "Effective", 50% - 75% "Quite Effective", below 50% "Not Effective". The data collected is poured in the form of a descriptive description. Next, conclusions are drawn. The results of this study indicate that: the role of audio-visual media in increasing interest in PAI learning for third grade students at SDN Teloko is quite effective, because the enthusiasm of students when learning is getting higher. Of the 21 respondents 100% said they enjoyed learning by watching videos played by the teacher. Interest in PAI lessons is known to be 42.85% of students with high interest and 57.14% of students with low interest and 0% of students who are not interested. The role of the media in helping students remember the material was also quite effective in 71.42% of students who stated that they could remember the material.Keywords: Learning Media, Interest in Learning, PAI

Media researchers have often examined how film and television can have an impact on audiences. Media have various effects on audience members. When it comes to representing ‘the other’, the media often rely on stereotypes. Research has shown that ethnic Arabs are under-represented in US film and television, and their depictions are distorted with stereotypical portrayals. The current study joins the discussion on ‘media representation’ (in this case, informed by the construct of Occidentalism) by conducting a qualitative, thematic, content analysis (informed by narrative analysis, both socio-linguistic and socio-cultural) of the Jordanian television show My American Neighbor. Stereotypes can be both positive and negative, and they are often used by media storytellers regardless of their background or location in the World.

This book vividly describes day-to-day barrio life in Dallas. Achor’s portrayal of the residents challenges stereotypes of traditional Mexican American culture and southwestern barrio life.

Background. Education is very important for all humans. There are so many learning media available for teachers and students. Educators and students can use one of these media, one of which is audio visual media. However, educators and students have not been able to use this audio visual media properly. Which by applying this audio visual media students are easier to understand learning. Purpose. This study aims to find out how to use this audio visual media for learning Al Qur'an hadith. Method. This research method uses quantitative methods and in-depth interviews. The results of this study are to find out the existence of teachers who apply audio visual media in learning Qur'an hadith, and there is an increase in student learning outcomes after the teacher applies this audio visual media. Results. This study explains that the role of audio-visual media in learning is very important, especially in learning Qur'an hadith. Conclusion. Because the existence of audio-visual media is very helpful for teachers in learning Qur'an hadith so that students easily understand the lesson, and also improve student achievement.

Picturebooks are vehicles of knowledge and socialisation for children. In portraying grandmothers in children’s picturebooks, existing stereotypes are often enforced (Crawford and Bhattacharya 2014). This article set out to determine how, and if, the portrayal of grandmothers in a sample of multilingual picturebooks in South Africa is stereotyped and how possible stereotyping relates to South Africa’s cultural diversity. Ten books were selected that have been translated into more than four of South Africa’s 11 official languages.By using quantitative coding these texts were deconstructed by looking for stereotypical representations of grandmothers and the relationships that exist between the portrayal of cultural groups and stereotypes. The findings indicated that stereotypical portrayals of South African grandmothers do not follow the patterns uncovered in studies of a similar nature in the United States (US) andthe United Kingdom (UK). South African grandmothers are stereotyped because of their goodness – their attitude of a positive servitude. In providing possible reasons for this deviation from the findings of similar studies elsewhere, the complex intricacies of politics and publishing activities in South Africa’s are briefly discussed.