服務學習中的跨文化教育：以一商管大學之大一英文寫作課程為例

Intercultural education in service learning: An example from an English writing course from a business university

本研究跳脫一般人認為語言課程只能教說聽讀寫的範疇（Chaves-Carballo & Villalobos-Ulate, 2015；Hall, 2016；Kohonen, 2001），帶領一群臺灣大一主修英文的商管大學新鮮人，成為國內著名國際社服機構的翻譯志工。研究旨在了解學生對於投入翻譯服務的觀感，並聚焦於學生的跨文化學習，主要的研究工具為學年末問卷與學生小組訪談，而收集的資料包含學生翻譯文件、學年末問卷與小組訪談逐字稿。資料分析發現學生普遍認同協助社福機構翻譯的過程使他們可以學習到不同國家在教育、經濟等面向所面臨到的問題與困境，他們也從擔任翻譯志工的經驗，對作為全球公民的角色有了更完整的了解，並深化他們對於不同文化的了解。身為全球公民，學生認為他們必須學會尊重他人文化與熟知天下事，也有不少同學認為他們需要採取行動，主動幫助別人或為重要社會議題發聲。本研究期望起拋磚引玉之效，帶動更多大學教師與學生踏出舒適圈，為社會公益盡一己之力。

This study is built on the premise that language classrooms should teach beyond basic language skills (Chaves-Carballo & Villalobos-Ulate, 2015; Hall, 2016; Kohonen, 2001). The current study engaged a group of adolescent EFL writers in Taiwan to work as volunteer translators for a Taiwan-based non-profit organization, and it aimed to uncover students' perceptions of such engagement and what they learned from the process. Data were collected from students' translation works, end-of-semester questionnaires, and interview transcripts. It was found that students were able to learn about the educational and economic problems and hardship developing countries were facing. They also gained a more holistic understanding of their roles as global citizens. They expected themselves to respect others' cultures, learn the current world events, and take actions to solve world problems. It is hoped that more university teachers and students will step out of their comfort zone and step up for social justice.