期刊名称：Teanga: The Journal of the Irish Association for Applied Linguistics
印刷版ISSN：0332-205X
电子版ISSN：2565-6325
出版年度：2019
卷号：26
页码：26-51
DOI：10.35903/teanga.v26i0.111
出版社：The Irish Association for Applied Linguistics
摘要：The new national language strategy (Languages Connect) for Ireland has finally highlighted the importance of language learning for the economic, social and cultural development of the country. Inherent to this strategy is the demand for not only multilingual graduates but interculturally competent graduates. Ireland has been becoming increasingly culturally diverse for many years now, and so our contexts of work and interactions have become multilingual as well as multicultural. Yet many of our students remain limited in their acquisition and exposure to foreign language(s) and culture(s). Previously we reported (Murray & Giralt, 2018) how our pedagogical content and practices are insufficient in addressing the current linguistic and intercultural competence (IC) needs of language specialist graduates. Using a mixed-methods approach, our recent data (n=235) has emerged from both non-specialist and specialist language students. The analysis of this data reveals a number of issues, particularly with problems arising from monolingual intercultural communications due to English being the dominant lingua franca. We have major challenges in motivating monolingual students to learn another language. The dangers arising from this monolingualism are self-evident, (see, for example: https://www.llas.ac.uk/700reasons.html), the solutions less so. This article explores this perplexing scenario and aims to open a dialogue on this subject, offering some recommendations and potential solutions, within the context of the Languages Connect strategy.
其他摘要：The new national language strategy (Languages Connect) for Ireland has finally highlighted the importance of language learning for the economic, social and cultural development of the country. Inherent to this strategy is the demand for not only multilingual graduates but interculturally competent graduates. Ireland has been becoming increasingly culturally diverse for many years now, and so our contexts of work and interactions have become multilingual as well as multicultural. Yet many of our students remain limited in their acquisition and exposure to foreign language/s and culture/s. Previously we reported (Authors, 2018) how our pedagogical content and practices are insufficient in addressing the current linguistic and intercultural competence (IC) needs of language specialist graduates. Our new data (n=141) has emerged using a mixed-methods approach from non-specialist language students, who have had limited language or IC training. Our analysis reveals problems arising from these monolingual intercultural communications due to English being the dominant lingua franca. We have major challenges in motivating these monolingual students to learn another language. The dangers arising from this monolingualism are self-evident, (see, for example: https://www.llas.ac.uk/700reasons.html), the solutions less so. This article explores this perplexing scenario and aims to open a dialogue on this subject, offering some recommendations and potential solutions.
关键词：Languages Connect; Intercultural Competence; lingua franca English;
multilingualism
