Bridging the language/culture divide : fostering international understanding andudcollaboration to address issues of global concern

摘要

It is clear that we live in an age when a lingua franca is essential to address manyudregional and global environmental and social problems. It is also evident that there is atudpresent, and will continue to be for the foreseeable future, a heavy dependence on Englishudas the principal international lingua franca. This qualitative research focused on theudprocesses and problems involved in cross-linguistic communication concerning globaludenvironmental issues, and their potential impacts on international collaboration. The goaludwas to illuminate ways in which international environmental outreach programs canudbecome more effective in promoting understanding of the environmental and culturaludissues involved, as well as improve collaboration and cooperation in the generation ofudsolutions to environmental problems.ududThe first research stage explored the experiences of individuals from 16 countriesudwho were involved in international education, outreach and communication (EOC) aboutudpolar issues during the International Polar Year 2007-2008 (IPY). This was an in-depthudinvestigation of how the IPY EOC programs functioned in relation to multilingual issues,udwith the aim of identifying potential commonalities and differences about what workedudwell in different cultural, linguistic and social contexts. Interview questions centred onudinteractions related to language and culture during group meetings, and the reasons forudsuccess (or lack of success) in international EOC programs that were conducted over audfour-year period. Interviewees were also asked for their opinions on the positives andudnegatives of using English as a lingua franca to communicate on issues such as climateudchange, and for their suggestions about effective ways to communicate about these issuesudacross cultural and linguistic boundaries. Analysis of the data obtained was used to refineudadditional research questions that were investigated in more depth in the next stage.ududThe second stage broadened the focus to consider how the initial findings mightudbenefit other global environmental EOC initiatives. Teachers and adult facilitators whoudwere identified during the IPY interviews developed a joint school project with classes inudBrazil, Chile, Greenland and Malaysia. Using an action research approach, they identifiedudissues that were relevant and interesting to them, and worked collaboratively to seekudsolutions. My research in this stage focused principally on the communication strategiesudused by both teachers and students as they tried to work with peers in the other countries.ududI also investigated the impacts of English-language domination of scientific research onudscience education and communication at both international and local levels.udThe study concluded with a summary of some of the common issues identified,udoutlined some possible strategies for their resolution, and suggested areas for furtherudresearch. This information may help others plan and deliver more effective internationaludand intercultural programs in the future.