摘要
研究以全英文教育为背景,探究具有多语背景的师生在知识沟通中面临的语言文化安全挑战。通过全方位、系统性分析,揭示全英文教育带来的问题并非仅限于语言维度,还涉及认识论、社会结构和权力动态。在目前的模式下,单一的语言政策、语言的工具化角色及西方中心认识论框架构成了隐性的语言—认识论不平等,成为语言文化安全的潜在挑战。非英语国家的师生面临知识参与和身份认同边缘化的风险。多语制和多元认识论可提升师生的跨语言及跨认识论能动性,重构语言与认识之间的相互作用网络,塑造更为平等、安全和包容的全英文教育生态。本文为解决全英文教育的语言文化安全问题提供前瞻性的研究途径,以推动相关领域在理论与实践层面上的持续发展。
Contextualized in English medium instruction,this study explores the linguistic and cultural safety challenges faced by multilingual teachers and students in knowledge negotiation.Through a comprehensive and systematic analysis,it is revealed that the problems induced by English medium instruction are not confined to linguistic issues but also encompass epistemology,social structure,and power dynamics.Under the current paradigm,monolingual policies,the instrumental role of language,and a Western-centric epistemological framework contribute to a hidden linguistic-epistemological inequity,posing latent challenges to linguistic and cultural safety.Non-native English speakers face the risk of marginalization in terms of epistemic participation and identity recognition.Researching multilingually and alternative epistemologies can enhance teachers'and students'translingual and transepistemological agency,reconfiguring the interactive network between language and knowing,thereby fostering a more equitable,safe and inclusive English medium instruction ecosystem.This paper provides a prospective approach to addressing the linguistic and cultural safety issues in English medium instruction,contributing to the sustained development of theory and practice in related fields.
作者
邱译曦
郑咏滟
Qiu Yi-xi;Zheng Yong-yan(College of Foreign Languages and Literature,Fudan University,Shanghai 200433,China)
出处
《外语学刊》
CSSCI
北大核心
2024年第2期8-15,共8页
Foreign Language Research
基金
国家语委“十四五”科研规划重点项目“中小学多语种外语教学研究”(ZDI145-9)的阶段性成果。
关键词
全英文教育
语言文化安全
认识论不平等
多语制
跨语言—跨认识论能动性
English medium instruction
linguistic and cultural safety
epistemological inequity
research multilingually
translingual-transepistemological agency
