Contrastive Self‐Categorization as a Resource for Defending Cultural Stereotypes

This study explores how speakers defend morally sanctionable cultural stereotypes from challenges in adult second language classrooms. Within the conversation analysis and membership categorization analysis frameworks, I examine two extended video‐recorded class discussions in which students maintain face‐threatening, stereotypical portrayals of different cultures despite repeated challenges from their recipients. The analysis highlights one resource as an effective defensive strategy: the construction of the speaker's own cultural category as an evident contrast to the stereotyped culture. With these categorial contrasts, speakers elicit acceptance of their morally accountable talk, in the process reinforcing exclusionary category work. Findings contribute to symbolic interaction and second‐language education research.