ABSTRACT

Intercultural pedagogies are increasingly seen as affording opportunities for students to share perspectives, understandings and knowledge. In the shift towards such pedagogies, ways that language is conceptualised and the interrelationship between language, culture and knowing are often underexplored. This paper reports on an auto-ethnographic study that explores our experience as teachers of extending intercultural pedagogies beyond the context of language learning in higher education. Drawing on Bakhtin’s (1981) The dialogic imagination: Four essays notion of dialogism and Derrida’s (1997) Of grammatology notion of translation, we describe and explain how our reflexive practice enables us to deepen our focus both on language, culture, and knowing as integral in creating and interpreting meaning, and the self.

摘要

跨文化教学法越来越被视为为学生提供分享观点、理解和知识的机会。在转向这种教学法的过程中，语言被概念化的方式以及语言、文化和知识之间的相互关系往往没有得到充分探索。本文报告了一项自我民族志研究，该研究探索了我们作为教师将跨文化教学法扩展到高等教育语言学习背景之外的经验。借鉴巴赫金 (1981)对话想象：对话主义的四篇论文概念和德里达 (1997)的语法学 关于翻译的概念，我们描述并解释了我们的反思性实践如何使我们能够加深对语言、文化和知识的关注，并将其作为创造和解释意义以及自我不可或缺的一部分。