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首页> 外文期刊>Language and education >Addressing the language needs of administrative staff in Taiwan's internationalised higher education: call for an English as a lingua franca curriculum to increase communicative competence and willingness to communicate
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Addressing the language needs of administrative staff in Taiwan's internationalised higher education: call for an English as a lingua franca curriculum to increase communicative competence and willingness to communicate

机译：解决台湾国际化高等教育中行政人员的语言需求：要求英语作为通用语言课程，以提高沟通能力和沟通意愿

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摘要

Internationalisation policies introducing English as a lingua franca (ELF) have been initiated by the Taiwan Ministry of Education and executed from a top-down level without taking into consideration the competence and needs of administrative staff. This article begins by describing the ideology of ELF within the macro context of Taiwanese tertiary education and then takes one micro context as an example of how a learner-based communicative ELF-wise curriculum was co-developed and successfully implemented to provide university administrative staff (n = 20) with the ELF training needed to perform job functions. The quantitative and qualitative analysis centred on the teacher's reflection report and students' knowledge about the reality of their willingness and competence in speaking ELF gathered through an open- and closed-ended questionnaire. Data revealed in spite of the teacher's native speaker background, his teaching methods empowered students to become fully involved in the development of learning texts, learning material evaluation, and a lingua franca ideology of communication. Students' increased communicative competence and willingness to speak lingua franca English resulted in a reduction of language deficit' ideologies and increased second language security. This article offers insights into implementation actions for institutes facing similar difficulties in the internationalisation of higher education.
机译：台湾教育部已开始推行以英语为通用语言（ELF）的国际化政策，并且是自上而下执行的，没有考虑行政人员的能力和需求。本文首先在台湾高等教育的宏观背景下描述ELF的思想，然后以一个微观背景为例，说明如何共同开发并成功实施以学习者为基础的交流ELF明智课程，以提供大学行政人员（ n = 20）进行工作职能所需的ELF培训。定量和定性分析的重点是通过开放式和封闭式调查表收集的教师的反思报告和学生对讲ELF的意愿和能力的现状的了解。尽管有老师讲母语的背景数据，但他的教学方法使学生能够充分参与学习文本的开发，学习材料的评估以及通用的语言交流意识。学生提高了沟通能力和说通用英语的意愿，从而减少了语言缺陷的意识形态并提高了第二语言的安全性。本文提供了针对在高等教育国际化中面临类似困难的院校的实施行动的见解。

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