多元对话：对多语言学生旅程的影响

欢迎收听来自IELTS USA的多元对话节目。

Welcome to Diverse Dialogues from IELTS USA.

我们的播客每期都会邀请教育工作者、管理人员、学生以及相关各方，共同探讨国际教育中的关键议题。

Each episode of our podcast draws together a diverse range of voices, including educators, administrators, students, and everyone in between to explore topics vital to international education.

请聆听这些不同视角如何围绕当今高等教育中最紧迫的主题，构建引人入胜且多维度的对话。

Listen as these different perspectives build compelling, multifaceted dialogues around today's most pressing higher education themes.

这里提醒一下，本播客中表达的观点和意见仅代表嘉宾本人。

One quick programming note, views the and opinions expressed in this podcast are solely those of the guests on the podcast.

这些观点和意见不一定代表IELTS USA的立场。

These views and opinions do not necessarily represent those of IELTS USA.

本期节目主题：语言对多语言者的影响。

Today's episode is languages, influence on the multilingual

我总是说，会说多种语言的人拥有显著的优势。

would always say that those who speak multiple languages have just a really significant advantage.

IELTS认为，语言在国际学生的求学过程中扮演着极其重要的角色。

IELTS believes language plays an extremely important role in the international student journey.

掌握教学语言及其相关社会环境的语言能力，对学生的沟通、学习和成长有着深远的影响。

Language proficiency in the language of instruction and accompanying social context has a profound effect on a student's ability to communicate, learn, and thrive.

缺乏必要语言能力的学生可能在学业上遇到困难，经历社交孤立，无法以有意义的方式参与校园生活的活力，这些因素可能对学生的积极成果产生长期影响。

Students lacking the necessary proficiency may struggle academically, suffer from social isolation, may not be able to participate in the vibrancy of campus life in meaningful ways, and these factors can have long term effects on positive student outcomes.

与此同时，多语言学生的其他语言能力以及自由运用这些语言的条件，能够促进更丰富、更具包容性的教育体验，部分原因在于培养了认同感和归属感。

At the same time, a multilingual student's additional language fluencies and the freedom to make use of those languages can support a richer, more inclusive educational experience, in some part by fostering a sense of recognition and belonging.

IELTS希望了解校园各方面的观点：高等教育从业者及其服务的学生，如何平衡复杂而广泛的语言影响，营造有助于国际学生从入学到毕业及更远未来取得成功的文化、学术和社会语言环境。

IELTS wants to know, from perspectives across campus, how do higher education professionals and the students they serve balance the complex and expansive array of language influences to create cultural, academic, and social language environments that help international students to succeed from the admissions process to graduation and beyond.

首先，让我们来认识一下我们的嘉宾。

First, let's start by meeting our guests.

当然。

Absolutely.

我是凯特·赫尔曼。

So I'm Kate Hellman.

我是华盛顿州立大学国际学生与学者服务主任。

I'm the director of international student and scholar services at Washington State University.

我负责为国际社群提供所有国际服务，包括国际学生和学者的移民事务、英语作为第二语言及相关课程、活动项目、社区建设与留校支持服务。

And I oversee all of the international services for the international community, including immigration for international students and scholars, ESL and related programs, and events programs, community building and retention services.

我是尼尔森·布伦斯廷博士。

I'm Doctor.

我是维克森林大学国际研究领域的研究副教授。

Nelson Brunsting, and I'm a research associate professor of international studies at Wake Forest University.

我还担任海外与国际学生参与研究中心（RACE中心）的主任，该中心也位于维克森林大学。

I'm also director for the Center of Research on Abroad and International Student Engagement, that's the RACE Center, That's also at Wake Forest University.

我是里蒂卡·加鲁拉，来自印度。

I am Ritika Garula, and I'm from India.

目前，我正在美国攻读法学硕士学位。

Currently, I am studying masters in law in in US.

我在新罕布什尔大学富兰克林·皮尔斯法学院就读，同时我也是印度的一名执业律师。

I'm at the University of New Hampshire Franklin Pierce School of Law, and I'm a practicing attorney from India.

我刚搬到美国攻读硕士学位，这正是我来美国的原因。

I've just moved here for my master's, so that's what brings me to US.

我叫克里斯托弗·康纳。

My name is Christopher Connor.

我是布法罗大学及纽约州立大学系统工程与应用科学学院研究生教育的助理院长兼招生主管。

I'm the assistant dean and chief enrollment officer for graduate education at the School of Engineering and Applied Sciences at the University of Buffalo and State University of New York System.

我们将从院校为满足学生语言需求而采取的创新方式开始。

We'll begin with innovative ways that institutions are trying to meet the language needs of students.

特别是，华盛顿州立大学设有七个级别的学术英语课程，从零基础到高级，这是一个以内容为基础的学术英语项目。

In particular, obviously we have at Washington State an academic English program that has seven levels all the way from zero to advanced, and that's a content based English for academic purposes program.

但正如我们在这个领域所熟知的，国际学生群体中仍存在许多未达到英语水平标准，或接近该标准但仍需进一步提升和支持的需求。

But as we all know in this field, there's obviously the ongoing needs of international community that aren't coming in under that benchmark for English, or maybe they're close to that point that they need some refinement and support.

因此，我们正在推行一些创新举措，其中之一就是一系列桥梁项目。

So a couple of innovative things that we're doing, one of them is a set of Bridge programs.

我们既有本科预科项目，也有国际硕士项目。

We have both an undergraduate foundation and an international master's program.

这些项目将学分课程与英语语言支持课程相结合，并提供高水平的学术、社交和文化支持。

And those programs combine credit bearing courses with English language support courses together with a high level of support academically, socially, culturally.

在过去的五年里，我们主要做了一件事：在全球办公室和写作项目之间联合聘用了一位专家，专门负责英语学习中的写作、写作技巧和探究能力培养。

The main one that we've done within the kind of last five years is we kind of did a joint hire between our global office and our writing program, so we could bring in a specialist in English language learning, in terms of writing and composition and inquiry for students.

这位专家表现非常出色，不仅为Wake Forest大学新生写作课的学生提供了绝佳支持，还为咨询委员会、教学发展中心提供了重要帮助，提升了教师们对如何更好地支持正在学习英语同时修读其他课程学生的认识。

And that person's been great, not only in terms of being a wonderful support for students in their kind of introductory writing classes here at Wake Forest, that individual has also been incredibly helpful for advisory panels, for working with our Center for Advancement of Teaching and providing other faculty kind of better awareness around some of the ways in which to best support students who are learning English while they're here also learning whatever content they are in their other classes.

此外，这位专家还支持我们的研究工作和项目开展。

And then that individuals also support us in our research efforts and our programming.

将他以联合合同聘用的方式非常有效，既提供了教学机会，也要求他专注于全校范围内的支持工作，促进师生互动与教师专业发展。

It's been pretty really useful having him hired kind of in a joint contract that both were both provides opportunity for teaching and also kind of requires some focus on institution wide support for understanding engagement and and a professional development for faculty as well.

凯特，你还有更多要说的吗？

Kate, do you have more?

我们在华盛顿州立大学做的另一件事是，几年前设立了一个学习支持中心，最初主要面向进入强化英语课程的学生。

Another thing that we've been doing at Washington State is that we had started several years ago a learning support center that originally had been for students that were coming in mainly taking intensive English.

但后来我们扩展并改造了这个中心，使其向所有文化与语言背景多元的学生开放。

But we've expanded that center and changed it so that it's available to all culturally and linguistically diverse students.

显然，这包括国际学生，但我们还与大学内各种学术支持服务紧密合作，填补了现有服务的空白，比如写作中心具体能提供哪些帮助？

Obviously, that includes international students, but really have worked with the various different types of academic support that exists at the university and then to fill the gaps, whatever that looks like just in terms of what does the Writing Center do?

那他们不做什么呢？

Well, what do they not do?

比如，我们如何通过学习支持中心来填补这些空白？

How do we fill that with our learning support center, for instance?

我们还有英语会话角，主要面向国际学者及其家属，有时也包括研究生。

We also have English conversation tables, and the primary audience for that would be international scholars, as well as their dependents, but sometimes graduate students as well.

我们还有一个校园朋友项目，更像是一个对话伙伴。

And then we have a campus friends program that really functions more like a conversation partner.

这是一个很好的例子，说明如何在学生开始学位课程或完成强化英语阶段后，继续支持他们语言能力的提升。

So that's a wonderful example of how you can continue to support students building their acquisition after they've started their degree program or moved past the intensive English portion.

克里斯，我也想问你同样的问题。

Chris, same question to you.

特别是，我们学校的学生中有大约75%是国际学生。

So in particular, we are in our school about 75% international students of our student body.

我们有一个名为SEAS 360的项目，即工程与应用科学学院职业发展项目。

We have a program called the SEAS three sixty, which is School of Engineering and Applied Sciences Professional Development Program.

这个职业发展项目帮助所有学生，无论是本国学生还是国际学生，提升他们的软技能。

That professional development program assists all students, domestic and international, with the ability of developing their soft skills.

虽然工程学院从本质上讲是高度技术性的，注重分析和专业技术，但我们同时也提供软技能培训，作为课堂学习的补充，帮助学生更好地为职业做好准备。

So while you think of an engineering school by its very nature, very technical, very focused in a sense of analytical and technical, But we also provide soft skill training, which is meant to be an addendum to what they're learning in the classroom and helping arm them appropriately for career readiness.

因此，职业准备的旅程从他们进入大学的第一天就开始了。

So the career readiness journey begins from day one when they're entering the university.

除了他们与学术项目进行的传统迎新，以及作为国际学生所参加的移民迎新外，我们还要求他们参加职业素养迎新和社交交流活动。

So in addition to traditional orientations that they have with their academic program or immigration orientations that they have as if they're an international student, we also require them to have a professionalism orientation and networking reception that they attend.

在这一活动中，我们为他们的CS360职业发展项目奠定基础，引导他们了解伦理、学术诚信、领导力、情商、沟通以及团队合作等内容。

In that session, that tees up for our CS360 professional development program and introducing them to things such as ethics, academic integrity, leadership, emotional intelligence, communication, working with others.

此外，我们并不只是孤立地关注国际学生。

And then also, we are not just looking at international students in a silo.

我们努力鼓励本国学生、国际学生以及来自不同文化背景的学生聚在一起，开展讨论、合作项目，共同构建一个团结的社区。

We try to encourage our domestic students and our international students, as well as those students from different cultures to come together to have discussions and work on projects and to be able to come together as a community.

既然你提到了这一点，我们来谈谈毕业生的语言能力与职业发展。

And since you alluded to it, let's talk about language and career development for graduating students.

是的。

Yes.

正如我提到的，CEAS 360职业发展项目的一个重要组成部分是通过职业发展实现的职业准备之旅。

So as I mentioned with the CEAS three sixty Professional Development Program, one of the important components of that is the career readiness journey through professional development.

因此，我们非常关注学生能够选修课程，学习如何表达某些内容。

So we are very interested in the students being able to take classes and learning about how we say certain things.

我知道我稍后在访谈中会谈到这一点，因为有一个特定领域我想重点探讨。

I know I'm going to get to this later on in the interview, because there's one particular area I want to focus on.

在许多情况下，我们在网站上展示的信息以及信息的呈现方式可能并不容易理解。

In many cases, what we're showing on our websites and how we have information construed may not be the easiest way to be able to digest information from.

因此，我们希望学生能够接受雇主所用语言的培训。

So from the standpoint, we want students to be trained in the language of employers.

在许多情况下，雇主在职位描述和职业发展路径中使用的语言可能非常模糊。

So in many cases, what employers are looking for in job descriptions, career pathways, that language may be very murky at best.

因此，我们努力将雇主的语言翻译成学生可能来自的不同背景所熟悉的话语体系，让他们明白，这不仅仅关乎职位公告，更重要的是他们个人的技能，以及他们在布法罗大学工程与应用科学学院学习期间所积累的一切。

So what we try to do is also translate for them from the language of the employer into the language that they may be coming from a different background in and understanding that it's not just about the job posting, it's more important about their individual skills and all that they've accumulated as students during their time here at the University of Buffalo in the School of Engineering and Applied Sciences.

因此，语言在文化与语言的交织中扮演着关键角色，同时也关乎学习语言，如何帮助学生最好地弥合通往职业和专业就业的鸿沟。

So make for us, language plays a critical role, not only in culture and language, how they're intertwined, but the language of learning of how can they be best prepared to bridge that gap to the career and professional employment.

他们是否能通过书面沟通、倾听和表达能力清晰地传达出自己具备在当前就业市场中脱颖而出的潜力？

And are they articulating clearly enough through written communication, through listening, through the ability to speak, that they have the ability to be marketable in the current employment market?

另一个与此直接相关的组成部分是简洁明了地表达观点的能力。

Another component that's directly tied to this has to do with the ability to succinctly get your point across.

因此，布法罗大学有一个‘三分钟论文’竞赛。

So we have a competition at the University of Buffalo three minute thesis.

这项竞赛鼓励学生不要像讲小说一样花上三四十分钟，而是要做一个电梯演讲。

That encourages students to not tell a novel where they're maybe going on for thirty or forty minutes, but an elevator pitch.

我喜欢这个观点，克里斯。

I like that point, Chris.

此外，我们应当退一步，谈谈英语能力提升与语言包容性之间的平衡。

In addition, we should step back and talk about the balance between English proficiency growth and language inclusivity.

这确实是一个很难把握的平衡点。

That is a very tough teeter totter to balance.

在课堂上或面试时，语言包容性非常重要，你需要营造一个让每个人都能安心使用自己语言的环境，促进一个安全的学习氛围。

Inclusivity in language is really important when you're in the classroom or when you're in a job interview, you want to create that environment where everyone feels comfortable using their language and that you're promoting a safe learning environment.

尤其是在ESL领域，我们经常谈到可理解性输入，努力找到那个恰到好处的点——既足够挑战学生，让他们学习和习得，又不至于让他们感到挫败。

And oftentimes in the field of ESL in particular, we talk about comprehensible input and really trying to hit that spot where you're pushing your students just enough that they're learning and still acquiring.

但正如我们都知道的，这对每个类型的学生来说表现形式都不同。

But as we all know, that looks different for every type of student.

而真正体现这一点的地方在于，当你在做这些时，同时也在进行差异化教学。

And really where the rubber meets the road on that is that at the same time you're trying to do that, you're also differentiating instruction.

因此在课堂上，这可能表现为不同的形式，比如全班集体活动、小组合作或个人任务。

And so in the classroom that can look like different things in terms of large group work, small group work, individual work.

我认为，在语言能力方面做到包容，就是要认识到，无论你处于高强度英语课程阶段还是直接入学阶段，学生们的英语能力都参差不齐，有些人某项技能特别强，而另一项则相对较弱。

I think being inclusive in terms of language proficiency is recognizing that no matter what level of intensive English or even in direct entry you're at, that you're going to have students that have a range of different abilities, and some are going to have higher level of ability in one skill area of English than another.

我认为重视并承认这种差异很重要，但同时也不要刻板印象，对吧？

I think it's important to value that and to recognize that, but also not to stereotype, right?

通常有很多优秀书籍讨论这个问题，比如斯旺和史密斯的《学习者英语》，其中提到，阿拉伯语母语者通常在听力和口语方面表现更好，而在阅读和写作方面则相对较弱。

Oftentimes, there's great books about this, like Swan and Smith, Learner English that talk about Arabic speakers, for instance, have typically, better levels of listening and speaking than they might have in reading and writing.

因此，你可以在课堂上注意到这一点，并利用这些优势来提升较弱的技能；但同样，也会有一些学生不符合这种趋势。

So you can be inclusive by noting that in your classroom and then using those skills to build the weaker ones, But as well, there's individuals that are going to buck that trend.

因此，作为教职员工，甚至在一对一的辅导中做到包容，意味着要深入了解你的学生。

And so being inclusive as a faculty member or even a staff member in a one on one advising session means getting to know your students personally.

凯特，这真是非常好的建议。

Kate, that is really good advice.

纳尔逊，你有什么想补充的吗？

Nelson, what would you like to add?

我知道，对于现在的国际学生，有一项研究正在探讨他们在母语中的学习和校园经历，与他们对英语使用的自信程度以及英语水平之间的相互作用。

I do know for international students right now, there's a research study where we're trying to look at the interplay between how much learning and institutional experience they have in their first language and how confident they are in their English language usage, and what is their English proficiency.

因此，我们目前还不太清楚这三个因素中，哪一个，或它们的何种组合，对国际学生在美国大学的学业、社交以及情感福祉和成功最为关键。

So one thing that we don't really have a good sense of is which of those three factors or what combination of those three factors are most useful for international students, academic, social, and a kind of emotional well-being and success at US universities.

幸运的是，雅思资助了这项当前的研究，我们目前正在清理第三轮数据，这些数据来自美国14所大学的学生，专门针对这一问题进行收集。

So we're lucky that IELTS has funded, current research study where we just actually right now we're in data cleaning from our third time point of looking at, this question specifically collected from, data from students across 14 universities in The US.

鲁蒂卡，你可以以学生的身份给我们一些见解。

Rutika, you can give us some insight as a student.

我知道一些朋友在理解或即兴思考方面有些困难。

I do know my friends who have a little difficulty comprehending or, you know, like on the spot thinking.

因此他们获得了豁免，比如被给予更多时间准备作业，或者在课堂上免于被随机点名回答，因为用英语即兴思考对他们来说是个小小的挑战。

So they're given exemptions, like they're given a little extra time to prepare for assignments or they're exempted for certain cold calls in class because for them to think on their feet in English is a slight challenge.

所以我觉得自己很幸运，能在这所学校校园里，因为他们对这类基本问题非常理解。

So that way I think I'm very fortunate that I'm on campus with this school because they're very understanding when it comes to such very basic things.

他们真的让我们在语言方面感到很自在。

They really make us feel comfortable, around language.

这意味着学生应该被允许在课堂上使用他们的母语吗？

Does this mean that students should be allowed to use their first language in class?

根据我与其他一些学生的互动经验，我意识到大多数非以英语为第一教育语言的学生，在理解上确实存在滞后，或者需要克服一些障碍。

From my experience of interacting with certain other students, I do realize that most students who do not have their first education in English, they kind of have a lag in the understanding or it could be a little bit of an obstacle that they need to work towards.

这是一件大事，因为它是

So it's a big thing because it's

语言背后的根本本质。

like the underlying essence of everything language.

这是一个非常有趣的问题。

This is a really interesting question.

因此，教师们从各种不同的角度对此进行了探讨。

And so faculty have come at this from all different types of directions.

我个人认为，语码转换是一件非常积极的事情，不仅对初学者有益，还能帮助我们换位思考，理解语言确实受到社会和文化因素的制约。

I personally feel like code switching can be a really positive thing, not just for students at a beginning level, but also because it enables us to take perspective and understand that language is really bound by social and cultural factors.

因此，我们脱口而出的不仅仅是单词。

And so it's not just words that are coming out of our mouths.

我们动词的变位方式、说话和思考问题的方式，实际上都与我们看待现实的方式紧密相关。

The way that we're conjugating verbs, the way that we're talking and thinking about things is really bound to the way that we see reality.

因此，当你从全球不同地区来看这个问题时，重视这一点并花时间去理解它非常重要。

And so as you look at that across different parts of the world, it's important to value that and spend time on that.

尤其是对于那些可能在课堂上从未有机会学习第二语言，或者可能没有机会出国留学的人而言。

And especially for those, you know, that might be in the classroom that haven't had the chance to learn a second language or maybe those that aren't going to have the opportunity to study abroad.

克里斯，你的看法呢？

Chris, your thoughts.

他们上课时使用母语并没有任何限制。

There's no restriction that they cannot use their first language in class.

但从工程学的角度来看，由于其高度技术性，在许多情况下，他们的英语是主要的教学语言，他们通常也会继续使用英语。

But from the standpoint with an engineering, given its very technical nature, in many cases their English is the primary language that they're using through the method of instruction and they're usually continuing that.

但在学习小组等场合，他们是开放的。

Now in their study groups and whatnot, they're open.

没有强制要求。

There's no requirement.

你必须用某种特定语言说话？坦率地说，只要能最清晰地传达信息，并有助于他们学习，用哪种语言都可以。

You have to speak in a certain language And quite frankly, it's whatever is communicating the message most clearly for them that they can also help with learning.

因为我相信语言是如此基础的东西，我们的第一反应是每个人都用母语思考，所以当我讲话时，我脑海中的第一个想法是用我的母语，然后我必须进行翻译。

Since I believe language is such a basic thing that our first instinct is everybody thinks in their own language so while I'm speaking my first thought would be in my own language in my mind and then I have to translate.

所以我看到人们会在心里使用母语，或者使用翻译工具来在开口前把答案翻译出来；但由于后勤问题，大多数学生听不懂我们在家说的语言，所以我们全都用英语交流。

So I do see like people use their first language in their heads or they would use a translator to you know kind of translate the answer before they speak it out loud But just because of the logistical issues that most students wouldn't understand languages that we speak back at home, we all communicate in English.

我们稍作短暂休息。

We're going to take a quick break.

我们回来后，将与小组讨论关于英语语言能力政策的考量。

And when we come back, we'll talk to the panel about considerations being taken when it comes to English language proficiency policies.

讨论是学术和工作环境中的核心技能。

Discussion is a core skill in both academic and work settings.

判断一个人参与讨论能力的最好方法是亲眼观察其实际表现。

The best way to determine an individual's ability to participate in a discussion is to see it in action.

雅思在评估这一能力方面独具特色。

IELTS is unique in assessment of this ability.

当您需要确切了解时，请信赖雅思。

Trust IELTS when you need to know for sure.

了解更多，请访问 ielts.org/usa。

Find out more at ielts.org/usa.

欢迎回到由雅思美国主办的《多元对话》。

Welcome back to Diverse Dialogues from IELTS USA.

今天的小组讨论探讨了塑造文化、学术和社会语言环境的复杂而广泛的语言影响，以帮助国际学生取得成功。

Today's panel is discussing the complex and expansive array of language influences that create cultural, academic, and social language environments to help international students to succeed.

大学和学院正面临维持招生人数的压力，因此一些学校放宽了英语水平要求，以扩大招生范围。

Universities and colleges are struggling with the need to maintain enrollment numbers, and so some have loosened their English proficiency requirements in order to be able to cast a wider net.

为了适应英语水平较低的学生，一些学校开始提供迎新材料的翻译，并允许学生在写作作业中使用谷歌翻译等工具。

To accommodate students with lower levels of proficiency, some have taken to offering translation of orientation materials and allowing students to use Google Translate and similar tools on their writing assignments.

然而，尽管语言在课堂上扮演着重要角色，但它在课堂外的作用更为关键，多项研究已探讨了语言能力与国际学生的社会融入及心理健康之间的联系。

However, while language plays an important role in the classroom, it plays an even bigger role outside of the classroom, and a number of studies have examined the link between language proficiency and social integration and mental health of international students.

内尔森，我们回到讨论中，先从你开始。

Nelson, let's start with you as we get back to the conversation.

那些读过相关研究、了解让学生在各种情况下使用母语至关重要的人，并不会因为这种做法而干扰课堂上其他必要的教学流程。

For those who've read their research and who know this is really, really important for students to be able to use their first language in whatever capacities doesn't kind of interrupt the other flow of what needs to occur in a classroom for whatever reasons.

我曾多次被不同的人问到：为什么有些教师对这种做法不太适应呢？

I've been asked a few times by different people kind of asking, well, how come some faculty may may not be as comfortable with that?

我一直在努力回答这个问题。

And I've been I've been trying to answer that question.

这确实很难，因为我接触的许多教师其实也对这种做法感到自在。

It's it's tough because a lot of the faculty that I interact with also are comfortable with this.

所以这一直是一个非常有趣、值得去理解的问题。

So it's been something that has been really interesting to try to understand.

对我而言，我常常会猜测——我们为什么会这样假设？

And for me one of the things that I tend to guess, because we hypothesize why is this?

我认为部分原因是，一些教职员工，以及社会中的一些人，当他们所属群体之外的其他群体成员以他们无法理解的方式交流时，会感到不自在。

And I think part of it is is that some some faculty members, some individuals within societies are not comfortable when members that of of an of an out group of a different group that they may be a part of are communicating in a way that they can't follow.

对吧？

Right?

如果你走进一个房间，看到三个人看起来像是一个群体，和你明显不同，他们都在笑。

If you walk into a room and three people who kind of seem to kind of look like they're all part of one group and different than you are all laughing.

对吧？

Right?

我们有时会担心，别人是在嘲笑我们，或者在耍我们。

We we we sometimes have that fear that people people are laughing at us and people are trying to trying to get one over on us.

但你通常可以通过肢体语言判断这是否真的发生了。

And and you can usually tell by body language if that's actually what's happening.

大多数情况下，人们只是想交流一下，需要在一天的大学生活中，从英语以及第二、第三或第四语言的使用中休息一下。

For the most part, people are usually just trying to communicate and could use a break, from from from English and, you know, from from using a second or third or fourth language, throughout their their day at at university.

我现在想到，我们今年首次设立了刘阳教学卓越奖，专门表彰在教授国际学生方面的杰出表现。

I'm thinking now, we just released this year for the first time ever the Yang Liu Award for Excellence in Teaching International Students.

我认为我们有一位教师在课堂上大力推动了包容性，不仅体现在英语使用上，也体现在学科内容的传授方式上。

And I think we have an individual that has really promoted inclusivity in their classroom, both with English usage, but also with delivery of content in a discipline specific area.

之所以要在大学层面提升这一点，是因为语言是推动一切的催化剂。

And the reason why it matters to elevate that at the university level is to recognize that language is the catalyst for everything else.

换句话说，无论是在课堂上掌握英语，还是学生毕业准备实习或求职面试时，英语能力都是关键的催化剂。

So in other words, having that English facility in the classroom or as students are graduating and they're getting ready for optional practical training and they're getting ready to interview, that's the catalyst for everything.

如果你的英语很好，并且在课堂上遇到的是具有包容心的教师，你就会取得成功。

If your English is good and you have come through classes with faculty members that are inclusive, you're going to succeed.

你会顺利毕业，之后还会找到一份工作。

You're going to get your degree, and then later you're going to go on and you're going to get a job.

我认为，这正是我们在谈论教学与学习卓越，以及学生整个生命周期时所推动的核心动力。

And that's really what drives a lot of the practice, I think, when we talk about excellence in teaching and learning, but also in the full student life cycle journey.

那克里斯呢？

And Chris?

我们不希望学生在这里时忘记自己是谁，但我们希望他们学会成为DEI——这是一个全球性术语。

We don't want students to forget who they are while they're here, but we want them to learn to become DEI is a global term.

我知道在许多情况下，我们只把多样性、公平性和包容性视为美国的国家性概念。

I know in many cases, we think of diversity, equity, and inclusion being only a national term in The US.

这是一个全球性的迫切需求，我们所有人都需要积极参与，而这一理念正在发生变化。

This is a global imperative that all of us need to participate in actively is changing.

因此，对于国际学生而言，我们希望他们理解适应力这一重要概念，但同时也不要忘记自己是谁。

So in particular for international students, we want them to know an important concept of adaptability, but then also not forgetting who they are.

虽然我们在以英语为教学语言的课堂中，但同样重要的是，他们不应忘记自己的身份，应理解能够分享自己的文化、教导他人，并与来自相同文化背景的朋友共享共同的根基和语言是很好的，同时也要有能力与他人分享这些。

So while we are in an English speaking classroom in terms of the method of instruction, it's also very important that they don't forget who they are and they understand that it's great to be able to share that culture and teach others and share that common ground and language that they have with their friends who are here from the same culture, but then also to have the ability to share it with others.

而其他人也将因此学习，因为通过更多样化，我们才会更强大。

And then others will be able to learn because together, through more diversity, we're stronger.

那么关于英语语言能力政策呢？

What about English language proficiency policies?

回到政策制定中的包容性概念，华盛顿州在高等教育、可负担性和可及性方面非常注重多样性、公平性和包容性。

Kind of going back to the concept of being inclusive in terms of policymaking, Washington State is very focused on diversity, equity, inclusion within the context of higher education, affordability, and accessibility.

因此，在制定政策时，尤其是在进入大学的门槛上，我们会深入思考这不仅意味着标准化语言考试，我还想提到我们现有的桥梁项目、本科基础课程以及国际硕士项目。

And so as policies are made, especially getting into the front door of the university, there's a lot of thought as to what does that mean, not only for standardized language exams, but I'll point to, for example, the Bridge programs that we have, the undergraduate foundation, as well as the international master's.

国际学生有多种途径可以进入华盛顿州立大学。

There's multiple ways for a student to enter Washington State University as an international student.

这实际上反映了学生在英语能力上的差异以及他们所需的各类支持——不仅包括英语支持，还包括适应美国大学环境的其他方面。

And really that's reflective of the fact that people have different accessibility and facility with their English and the types of support that they need, with English, but also with other things in terms of navigating a US university look really different.

因此，来自澳大利亚的学生所需的支持，可能与来自日本、阿曼或其他国家的学生有所不同，而且这显然也会因学习阶段的不同而有所差异。

And so what somebody needs if they're coming from Australia might be a little bit different than what somebody needs if they're coming from Japan or Oman or somewhere else, and it's obviously going to differ as well based on the study plan level.

所以，本科生对英语的需求，可能与博士生的需求大不相同。

So what an undergraduate student needs might be quite different then from what someone at the doctoral level needs with their English.

因此，在华盛顿州立大学，招生政策是我们考虑如何营造一个适合学生的环境，并根据他们的英语背景来帮助他们进入最合适的学习情境。

So at Washington State, the policies for admissions are something that we think about in terms of, well, how do we promote an environment and get a student into a situation that is right for them and in consideration of their background of English as well.

欢迎具有不同语言能力和背景的学生入校的政策调整，也会带来一些意想不到的挑战。

Policy changes that welcome more students on campus with diverse language proficiencies and backgrounds allows for some unexpected challenges.

好的。

Okay.

这非常有趣。

So this is very interesting.

这是一件发生在课堂之外的事情，我或许可以分享一下。

It's it's an outside classroom, incident that I can probably share here.

我住在校园里，住在大学宿舍，和另一位亚洲朋友住在一起。

So I live on campus, so I live in the university housing and I stay with another Asian friend.

我们通常通过WhatsApp群组沟通，需要分享一些关于宿舍公共事务的信息，比如需要维修的东西。

So we usually communicate on WhatsApp group and we have to share something about, about you know like if any common thing in the household needs repair or something.

正是在这里，我意识到，当我们使用谷歌翻译或其他翻译工具翻译英语时，语境会发生变化。

So that is where I realized that, you know, when we translate English using a Google translator or any other translator, the context changes.

我之前提到的就是这一点：我在印度时的表达方式，和我在这里说话时完全不同，我以为自己只是说了句无心的话，但对方却可能因为语境不同而产生完全不同的理解。

And that is what I was referring to that, know, how I would speak back in India would be a lot different when I realized when I speak here because I thought I was making an innocent sentence, but the other one person could interpret very differently just because they use it in a different context.

你明白我的意思吗？

You you know what I mean?

这可能是一种可能的误解，我不会称之为沟通错误，但我们就此停下了。

And and that could be a probable, I wouldn't really say a miscommunication, but that's where we stop.

我们通常会停下来，说：好吧，我觉得我们并没有达成一致。

We usually pause and say, okay, I don't think we are all on the same page.

让我们退回去，重新开始。

Let us go back and start all over again.

正因为我们都讲英语，但对语言的理解却大不相同，有时会出现沟通鸿沟，我们必须有意识地努力去弥合。

So just because we're speaking in English and we all perceive the language so differently, at times there have been communication gaps that we have to consciously put an effort to kind of work towards.

这更像是语气上的理解问题。

It was like an interpretation problem more in terms of the tone.

我记得我在微信群里和一位室友聊天，我发消息给她，而她总是用大写字母回复。

So I remember I was speaking to a housemate of mine on WhatsApp group and I was speaking to her and I was texting and she was using capital letters for texting.

我想告诉她，当我们用英语交流时，使用大写字母听起来会有点咄咄逼人。

And I want to tell her that usually when we speak in English and we're using capital, it's a little aggressive.

所以你别用这么咄咄逼人的语气。

So you don't use an aggressive tone.

而且我能感觉到，当她回复我的消息时，她很可能在使用翻译工具。

And and she would, I could sense that when she is replying to my answers, she's probably using a translator.

当她回复时，语气会变得非常咄咄逼人。

And when she would come back, she would come in a very aggressive tone.

于是，我特意给她打了个电话，说：我们见面聊聊吧，因为我不确定我们对话时是否真的在同一个频道上。

And that's when I took a moment to give her a call and say, let's meet in person and talk because I think I'm not sure if you're on the same page when we're talking.

这对你来说确实是个意想不到的挑战。

That absolutely seems like an unexpected challenge for you.

对。

Right.

这些是我在这里生活一段时间后逐渐明白的最基本的事情。

So, these are very basic things that I I figured with my time here.

在第一学期，每当她——不只是她，其他朋友发消息时，我都会花点时间去理解他们说话的语境。

In the first semester when she would like, not just her, any other friend would send a text, I would take a moment to understand what context they're speaking in.

比如我可以想到的一个例子是，在印度，'freak out'这个词的用法和我们用'hangout'的方式很不一样。

Like, one example that I can probably think of is a lot of times the word freak out in India is also used in a very different way where we would just say, like, how we use hangout.

在印度，我们也会用它来表示‘好吧’。

We we, in India, would also use it as, okay.

我们走吧，放松一下。

Let's go freak out.

但在美国，当人们说‘freak out’时，意思更接近于‘天啊，我震惊了’，就像我吓坏了那样。

But when we use it in America, realize people here freak out is is more of like, oh, I'm shocked and I'm you know, like, I freaked out.

所以语境发生了变化。

So the context changed.

这些就是我目前能想到的一些基本差异。

So those are very basic things that I can think of at the moment.

应对这些情况确实很困难，而且根本不存在标准答案。

Navigating these waters is tough, and there truly is no right answer.

但我想向我们的专家小组提出这个问题。

But I wanna pose this question to our panel.

如果你能与行业决策者对话，他们能做些什么来改善多语言学生的教育体验？

If you could speak to the powers that be in the industry, what can they do to improve the educational journey of multilingual students?

让我们从学生的角度开始。

Let's start with the student's perspective.

我认为，有些学校确实会考虑这一点：我的整个教育都是用英语完成的。

I think one, which I think certain schools do take into consideration is the fact, like, my entire education was in English.

因此，在评估我的申请时，如果能考虑到这一点会很有帮助，因为你知道，我可能在某次考试的那一天发挥不好，但我一辈子都在说英语。

So giving that a little a little bit of consideration while deciding on my application is helpful because, you know, I may not perform well on that one particular day of the exam, but I've been speaking English all my life.

所以这一点必须被考虑进去。

So that must be taken into consideration.

另外，我认为现在英语已经成为一种国际语言，将英国英语或美国英语作为标准是不恰当的；我们需要理解，每个地区都以自己的方式发展了英语。

And the other, I think, is also now that English has become such an international language, putting into parameters of British English or American English would be incorrect, whereas we need to understand that every jurisdiction has kind of evolved English in their own way.

所以他们的表达可能不符合某个特定标准，但这并不意味着他们是错的，因为这正是他们国家教授英语的方式。

So they may not be correct in a certain parameter, but that does not mean they're wrong because that's how the language in their country is being taught.

因此，我认为在评判英语能力时，适当放宽一些标准是他们应该考虑的。

So I think a little bit of flexibility on what parameters you judge English is is is something they should look into.

纳尔逊？

Nelson?

如果我们在这个领域、语言领域、大学环境中制定政策，就需要更加关注和意识到我们的国际学生所经历的以及他们所接触的、超出英语语言之外的各种政策——他们刚来到这里时，需要应对的过渡事务实在太多了。

If we're working in policy in this space, in a language space, in a university space, a an increased in attention to and awareness of our international students' experiences and policies that they interact with outside of, you know, English language, just just just the amount of things they have to do when they come here in terms of transitions.

我认为，在制定政策时，时刻保持对这些问题的意识并加以反思，将至关重要。

I think having an awareness of this and reflecting on that awareness whenever we're making policy will be really, really important.

我所说的意识，具体来说，当我与人们讨论学生问题时，最简洁而有用的观点是，我引用了生命历程理论。

And what I mean about an awareness, I think the most succinct and useful awareness that I am able to share with people when we're in conversation around students, is I draw on life course theory.

生命历程理论是一种发展理论，包含许多重要观点，但其中关键的一条是：一个人在短时间内经历的过渡越多——尤其是重大的生活转折——就越有可能在一段时间内出现福祉、成功或任何你期望的积极结果的下降趋势。

So life course theory is a developmental theory that says many important things, but one of the key tenants of it is that the more transitions that an individual makes, life transitions, big transitions, that an individual makes at one time, the more likely they are to have kind of decreasing trajectories of well-being, success, any positive outcome you really want for at least a period of time.

那么，我所说的‘生活过渡’指的是什么呢？

And so what I mean by life transitions, right?

你可以想到诸如生育、青春期或婚姻这样的事件，但同样也包括进入大学、第一份工作等转变。

You can think of things such as like childbirth or puberty or marriage, but also it goes for transitioning to universities, first job.

当你思考一名国际学生初次来到美国大学时所经历的种种转变时，数量之多令人震惊。

And so when you think about the amount of transitions that an international student makes coming, say, to a US university for the first time, it's staggering.

他们要适应时区变化、语言变化、地点变化、气候变化。

They make a time zone transition, a language transition, a location transition, a weather transition.

他们可能会遇到以前从未有过的过敏问题。

There's going to be allergies that they're going to have they've never had before.

他们还要适应饮食上的转变。

They make a food transition.

他们需要适应银行业务的转变。

They make a banking transition.

他们需要换一部新手机。

They need a new cell phone.

当他们需要时，还会经历交通方式的转变，尤其是在公共交通不发达的大学里。

When they want to, they make a transportation transition as well, especially if they're at a university where you don't have strong public transportation.

我还可以继续列举更多例子。

I could go on in terms of naming.

我们可以想到，和别人合住也是一种室友适应过程。

We can think about, like, living with someone as a roommate transition.

自己洗衣服之类的事务，美国学生也会做，但国际学生往往在缺乏文化背景支持的情况下频繁面对这些转变。

Your own laundry, like, and some of are things that American students are doing too, but they make them very often without a lot of cultural context in which to help make those transitions.

他们同时经历的转变数量令人震惊。

The amount of transitions they make at once are staggering.

而且，如此多的学生——无论是国际学生还是其他学生——都能在任何事情上取得成功，无论是与同学互动、参与课堂讨论、取得优异成绩、实习、找工作、学习、为艺术做出贡献，还是在校园中茁壮成长，等等。

And the fact that so many of them are able to be, or our international students are able to be so successful in anything they're doing, whether it's engaging with students, whether it's joining in classrooms, being in discussions, strong grades, internships, jobs, learning, contributing to the art and flourishing on campus, you name it.

这真的令人惊叹。

It really is astounding.

因此，如果我们以这种视角作为政策制定者，我们最不应该做的就是再给他们增加一个、两个甚至三个障碍，凯特。

And so I would think that if we're thinking from that mindset as the policymaker, that the last thing we would wanna do is put one more barrier or two more or three more barriers in their web Kate,

我问你同样的问题。

same question to you.

你知道，我想对当权者说，我们每个人都在构建自己的现实。

You know, I think I would say to the powers that be, we all construct our own realities.

我们都生活在这种范式之中。

We're all living in these paradigms.

你知道，我们现在所处的时代，比以往任何时候都更加相互联系。

You know, we're living at a time where we're more interconnected than ever.

我们知道，英语是解决一些跨学科和相互关联问题的媒介。

And we know that English is the medium to solve some of our interdisciplinary and interconnected problems.

像英语入学考试这样简单的事情，真的需要从它对个人意味着什么的角度来审视，对吧？

And something simple like an entry exam for English really has to be taken into perspective of what it does for someone, right?

分数的意义是什么？

What's the meaning of a score?

分数的意义在于打开大门。

The meaning of the score is the opening of the door.

至于之后发生的一切，那些才是我们需要讲述的故事。

And whatever comes next, like those are the stories that we need to be telling.

雅思6.5分并不能说明一个人毕业后做了什么，比如他们如何帮助解决全球粮食安全问题，或其他任何事情。

A 6.5 on the IELTS doesn't tell somebody's story of what they did after they graduated and how they helped global food insecurity or whatever it is.

最后，克里斯，你有什么看法？

And finally, Chris, what are your thoughts?

我最想说的是职业、职业、职业、职业、职业。

The number one thing I will say is career, career, career, career, career.

学生成功准备项目，最终是学生成功本身，这一最终目标推动了学生对大学的申请和流动。

Student success readiness programs, ultimately student success, the end journey drives the recruitment and student mobility of a student to the university.

是的，经济因素驱动着这一点。

Yes, financial drives it.

我并不是在贬低这一点。

I'm not disparaging that.

我认为这是一个非常重要的组成部分。

I think that is a huge component.

可负担性和可及性是第一位的，这一点至关重要。

Affordability and access number one, that's huge.

但紧随其后的是学生培养成果与这些成果透明度之间的契合度。

But a very close second is the alignment of what your student outcomes are and the transparency of your student outcomes.

在高等教育行业，我们很容易在网站上堆砌一堆数字。

It's very easy for us in our industry in higher education to throw a bunch of numbers up on websites.

我们可以让网站看起来很漂亮。

We can make the website look pretty.

我们可以提供百分比数据。

We can have percentages.

我们的学生就业率达到99%，毕业率为100%，所有人都实现了就业。

Our students are employed 99, 100% graduation rate of them, 100% of them are being employed.

但他们被雇佣在哪些领域呢？

But what are they being employed in?

他们从事的是哪些行业？

What industries are they working?

他们从事的是什么工作？

What jobs are they getting?

他们的职业发展路径如何？

What is their career mobility?

大学和学院需要进行投入。

There needs to be an investment by universities and colleges.

我认为，确保校园内的职业支持服务不仅服务于本国学生，无论我们在哪个国家，都是一项全球性挑战——我们必须意识到，我们服务的群体中有大量国际学生，因此需要为他们提供专门的服务。

I believe this is a global problem in making sure that our career support services that exist on campuses are not just made for our domestic students no matter what country we're in, understanding we have a substantial amount of constituents that we're serving in an international community, and we need specialized services for those students to help.

建立这些联系，加强对国际学生在职业与专业发展准备方面的支持，将推动国际学生流动性的招生工作。

Making those connections, improving our support of international students on the career and professional development readiness will drive our recruitment in international student mobility.

感谢您收听来自IELTS USA的《多元对话》。

Thank you for listening to Diverse Dialogues from IELTS USA.

了解更多内容，请访问 ielts.org/usa。

Find out more at ielts.org/usa.

本播客由BG广告集团制作。

This podcast is a production of BG Ad Group.

执行制片人：达伦·萨瑟兰，创意总监：杰里米·鲍威尔，导演兼制片人：雅各布·萨瑟兰，制片人：杰森·金特罗拉和马特·戈尔德，文案：凯贾·梅。

Darren Sutherland, executive producer, Jeremy Powell, creative director, Jacob Sutherland, director, producers Jason Ginterola and Matt Golden, and Keja May, copywriter.

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