Title

職場祕方:多語言能力-強化競爭優勢

Translated Titles

The Secret of Being Competitive in the Life Career: Translingualism-multilingual Capability

DOI

10.6428/JCTF.201105.0083

Authors

黃東秋(Tung-Chiou Huang(Akiyo Pahalaan))

Key Words

美言巧語-多語言互通論Translingualism ; 多語言能力 ; 社區語言 ; 真人互動 ; Translingualism ; Multilingual Capability ; Community Languages ; Interactions

PublicationName

華人前瞻研究

Volume or Term/Year and Month of Publication

7卷1期(2011 / 05 / 01)

Page #

83 - 101

Content Language

繁體中文

Chinese Abstract

在二十一世紀這個迅速全球化的時代,對任何一個民族、任何一個地方的文化多樣性及文化遺產除了維護議題之外,生活社區的所有居民對自己仍在繼續中的傳統、仍然有效的經驗和其他一些習慣行爲,都應該擔負起責任積極主動地正本清源,去詮釋文化精粹的主體性及差異性。其實這也是大家共同的義務,因爲各地區特徵的基本要素就是源自於那些差異,也是現代生活不可分割的一部份,更是當前和未來文化豐富與和諧發展的泉源。文化遺產既是記錄社會經濟發展變化的基本參照點,又是促進這種發展變化的有效手段,更是未來文化發展的寶貴財富和重要基礎(何耀華,2002)。臺灣各族群傳統語言文化的『巧』與『妙』彰顯出了臺灣擁有多族群、多語言、多文化、多智慧的社會。這樣豐富的語言文化產業源自於過去幾個世紀以來,臺灣接納了許多不同民族,也融彙了許多的語言文化;不同族群的文化不斷地交融、競爭和相互影響,使得整個臺灣社會涵蓋了更趨豐富且更爲多采多姿的文化內淌。「美言巧語-多語言互通論(Translingualism)」的過程中會透過「真人互動」之行動,把社區部落各語言活力重新找回來,讓參與者發現每一種語言文化的精緻性與巧妙性,激發美言巧語從我做起的動機,建構好山好水大家歡喜的願景!本文從大陸著名的著名社會學家費孝通的箴言:「各美其美,美人之美,美美與共,天下大同」(張興成,2003),大膽假設『世界各族群都有優美的語言文化、典雅的人格特質、你儂我儂大家一家親』,並呼籲積極地去形碩當今二十一世紀知識年代多元文化主義(Multiculturalism)精粹與多語言能力者必備特質:責任、尊重和分享;也就是說各族群發揚我族之美、尊重差異並共享每一種語言文化的『巧』與『妙』,企圖喚醒所有的人當下的義務就是成爲生活社區跨語言文化的終身學習者:不僅負起活化自己的族群文化,更應該習得包容、尊重、欣賞並學習生活社區不同族群的語言與文化。透過「美言巧語」運動的社區總體營造,人人才能分享社區中所有文化的美,各族群間方能和諧共榮;再者,從語言文化復振議題上提供彼此間新的思維與視野,拋開族群本位主義的偏見,真誠地接納與欣賞彼此的文化,以豐富生活情感與連結傳承脈絡,讓彼此的生活充滿著多樣化的情思意韻,而能真切契合涵詠共存共榮(謝泉山,1996)。

English Abstract

The 21st century is the rapidly changing time for globalization and localization. Classrooms where children come from two or three or ten or more different language communities are an established feature of schools in many countries. For a people to survive, it must express its own racial life force; this expression is the culture, the confidence and the pride of its people. Schools, therefore, are not only institution s where student s are engaged in learning, but also that the school must offer an opportunity and create new interpersonal spaces in classrooms where our own and our students' intellectual, cultural, and personal identities can be affirmed. It is the main theme of the ”translingualism,” and translingualism stresses the process of empowerment to develop multilingual capability. Translingualism lets the peoples in Taiwan feel that there is a real neighbourhood of speaking different languages at a time.In Taiwan, community languages have been re-introduced as second languages, and its goal is to give all community languages spoken on the island the status of common languages, of languages for all interactions at each regional level. This paper just tries to develop the faith: All people must learn about and be influenced by a more capacious variety of values, beliefs, and different styles of life from diverse cultures around the communities, even the globe.Living in a multilingual and multi-racial society, everyone should cultivate a belief: being proud of communicating with the same group in our own native language, and being humble in learning other community languages when meeting different groups. Within a multicultural society, education needs to affirm and help students understand their home and community languages and cultures. As a result, educators must be attuned to these changing realities if they are to prepare their students for the world of the 21st century.

Topic Category 社會科學 > 心理學
社會科學 > 教育學
社會科學 > 經濟學
社會科學 > 管理學
Times Cited
  1. 林燕妃(2012)。都市原住民學童族語教學與族群認同之探討 --以桃園縣國小學童為例。元智大學社會暨政策科學學系學位論文。2012。1-235。