外语教师双重文化身份的定位与作用

On Orientation and Functions of Dual Cultural Identities of Foreign Language Teachers

文化身份是某一文化群体对其自身文化归属的认同感。文化身份具有多元性、继承性、发展变化性等特点。文化身份既可以在一个人的成长环境中自然获得,也可以通过学习、积累文化知识和逐渐接受外来文化而获得。我国的外语教师由于在中国本土文化环境成长,自然具有本土文化身份;同时,多年的外语学习和教学使他们逐渐获得外来文化,令其具有外来文化身份。这样,外语教师就具有双重文化身份,他们既是外来文化的传播者,也是本土文化的传承者。外语教师在课堂中的文化身份的正确定位有助于帮助学生消除学习外语和外来文化的陌生感,提高学生跨文交际能力和弘扬本土文化,增强文化自信,最终提高外语教学效果。

Cultural identity is the identification of a cultural group to its own cultural affiliation. Cultural identity has the characteristics of diversity, inheritance and development changeability. Cultural identity can be obtained naturally in a person＇ s growing environment, or through learning, accumulating cultural knowledge and gradually accepting foreign culture. Foreign language teachers in China acquire their native culture identity naturally, because they were born and bred in China. Meanwhile, many years of foreign lan- guage learning and teaching make them gradually acquire foreign culture, so that they have foreign cultural identity. Thus, the foreign language teachers have dual culture identities. They are not only the disseminators of foreign cultures but also the inheritors of indige- nous cultures. In the classroom, the right positioning of the cultural identity of foreign language teachers helps students to eliminate the strange feeling of learning foreign languages and foreign cultures, improve students＇ cross - cultural communication ability and carry forward the local culture, enhance cultural confidence, and ultimately improve the effectiveness of foreign language teaching.