ABSTRACT

An intercultural stance within languages education has been widely embraced within curriculum planning in Australia. Yet prior research has shown that in implementation the stance may not reach its full potential. A key element of an intercultural stance is a focus on reciprocal understanding and intracultural change. Students must reconsider their own identities in order to better understand others, conceptualising themselves as emerging multilinguals may further strengthen this aspect of intercultural stance. In such a stance identity development is a process, identities are constantly evolving and self-awareness is integral to understanding others. While reciprocity, decentring and consideration of ‘self’ have each been emphasised within intercultural stance, further emphasis upon multilingual identity could deepen the intercultural experience. This paper theorises a multilingual identity approach to intercultural stance in which multilingual identity intersects with intercultural languages education. This approach synthesises the existing literature on identity, multilingual identity and intercultural understanding. The key intersections are identified as: the inter-relationship of language and culture, imagined identities, self-concept, feelings of belonging and consideration of self and others (reflexivity).

摘要

在澳大利亚的课程规划中，语言教育中的跨文化立场已被广泛接受。然而，先前的研究表明，在实施过程中，该立场可能无法发挥其全部潜力。跨文化立场的一个关键要素是关注相互理解和内部文化变革。学生必须重新考虑自己的身份，以便更好地理解他人，将自己概念化为新兴的多语言者可能会进一步加强跨文化立场的这一方面。在这种立场下，身份发展是一个过程，身份在不断演变，自我意识是理解他人不可或缺的一部分。虽然在跨文化立场中都强调了互惠、去中心化和对“自我”的考虑，但进一步强调了多语言身份可以加深跨文化体验。本文提出了一种跨文化立场的多语言身份方法，其中多语言身份与跨文化语言教育相交。这种方法综合了关于身份、多语言身份和跨文化理解的现有文献。关键交叉点被确定为：语言和文化的相互关系、想象的身份、自我概念、归属感以及对自我和他人的考虑（反思性）。