突发公共卫生事件应急语言服务的实证调查及对人才培养的启示

An Empirical Investigation of Emergency Language Services in Public Health Emergencies and Implications for Personnel Training

目的 本文通过了解突发公共卫生期间一线语言服务人员的相关经历,为高校的应急语言服务人才培养提供教学内容方面的启示,以应对突发公共卫生事件中的语言问题,助力我国应急语言能力的建设。方法以五个常见的应急语言服务场所(机场、酒店、社区、医院、政府)为主要调查场景,收集社会公众尤其是在新冠初发期间的一线工作人员应急语言服务问卷数据。结果在新冠突发期间,应急语言服务工作存在以下问题:公民应急语言意识薄弱、较难满足弱势群体的语言需求、外语沟通不畅、病毒术语翻译随意、缺乏跨学科的专业人才。为满足应急语言服务的要求,应急语言教学要并重专业知识和语言知识(外语、方言、手语等)、分场景教学、培养学生跨文化交际的能力。结论语言应急服务在未来会面临更大的困难和需求,需要建立起更为有效、系统和科学的人才培养机制。面对人才队伍的储备工作,高校义不容辞,应通过细分教学领域的探索,提出适合不同领域的应急语言服务内容。

Objective Through conducting a survey among the public,especially frontline workers during the outbreak of COVID-19,this study aimed to unpack the language service experiences of front-line personnel and presented implications for designing pedagogical content for training emergency language service personnel at universities,for the purposes of tackling language issues in public health emergencies and building China's emergency language capacity.Methods Questionnaire data were collected mainly from staff working in airports,hotels,communities,hospitals,and government departments who had provided services during the outbreak of the pandemic.Results During the outbreak of COVID-19,there were five main problems in emergency language service:weak awareness of emergency language,difficulty in meeting the language needs of vulnerable groups,poor communication in foreign languages,random translation of viral terms,and lack of interdisciplinary professionals.Therefore,emergency language teaching should emphasize both professional knowledge and language including foreign language,dialect and sign language,scene education,and intercultural communication competence.Conclusions Language emergency services will face great difficulties and needs in the future,and it is necessary to establish a more effective,systematic,and scientific talent training mechanism.Facing the reserve work of talent team,colleges and universities should propose emergency language service content suitable for different fields through the exploration of subdivided teaching fields.