02/09/2026
【危機溝通 × 多語即時資訊｜從臺灣走向日本的暑期學習之旅】
🌏 當災害發生時，重要資訊該如何跨越語言，準確地傳遞給每一個人？
在蔡毓芬老師的帶領下，我們參與了暑期課程Crisis Communication and Multilingual Emergency Information，一起探索災害發生時，一則關鍵的緊急資訊，是如何在不同層級、不同對象之間被即時且有效地傳遞。
從中央政府到地方政府，再從政府到每一位民眾，危機時刻的資訊傳遞環環相扣。課程首先從臺灣出發，帶領我們認識臺灣政府如何進行危機溝通；接著，我們將學習的腳步延伸至日本，透過實地走訪不同場域、參與專題講座，近距離觀察並了解日本的危機溝通機制。
從課堂到跨國實地觀察，這趟暑期學習旅程讓我們以更貼近實務的視角，看見危機發生時「資訊如何被傳遞」，也從臺灣與日本不同的經驗中，對危機溝通有了更加立體而深刻的認識。✨
⭐️學習精華片段：https://youtu.be/v-IrLyBFnNA?si=amTto_4kVIrUd1_k
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🧚🏻♀️筆譯組碩二 林宜樺Eva：
這次有幸前往東京修習「危機溝通與多語即時資訊傳遞」課程，實是一次十分新鮮而充實的經驗。在短短數日內，我們參訪了防災地下神殿、防災公園、日本科學未來館等數個地點，在東京大學聆聽演講，更在行程的尾聲於立教大學進行成果發表。藉由白日的實地走訪，我得以快速了解「資訊傳遞」在災害發生前、中、後扮演什麼樣的角色。而透過晚間的小組專案討論，與組員合作構思並製作報告和影片，我也學習到如何結合文字、圖像與聲音等模態來傳達資訊，以便在確保資訊正確的同時，能夠更有效、快速且明確地讓觀看者理解內容。
綜觀所有參訪地點，日本科學未來館的展覽設計尤其令人驚嘆。館內設施的互動性極高，結合了許多新穎有趣的主題，並以大眾有共鳴的方式，引領觀展人了解複雜的專業知識。例如，老化展利用大眾熟知的拍貼機，將老年人較難識讀他人表情的知識化為照片，以直觀的視覺呈現來降低知識門檻，也能吸引喜愛拍照留念的年輕人，一舉兩得。此外，最終印出的照片同時放上了正常照片與加上老人視角濾鏡的照片，這樣的視覺對照比文字描述更易於大眾理解，有利於科普教育。
由於我所在組別的主題是多模態，我與組員在製作成果發表作品時格外重視聽覺與視覺的體驗。我們在成果影片中結合了英文字幕、日文配音與動畫小劇場，融入參訪的所見所學，以輕鬆有趣的方式解析防災海報的設計要點。在製作的途中，我也意識到過往時常見到的各類防災海報背後其實大有學問。要想製作一張清楚明瞭的海報，需要審慎安排各個模態的元素，分出傳達的優先順序，並適時刪減冗餘資訊。這個道理同樣適用於翻譯，尤其是多模態翻譯。身為譯者，有時也需跳脫文字的枷鎖，以設計編排的角度來看待筆下譯作。修畢此次課程，心下滿足之餘，更覺翻譯與溝通之道的深奧。
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🧚🏻♀️口譯組碩二 宋喬茵Annie：
Before this course, though I knew very little about crisis communication in any formal sense, I was very interested in learning about it. I knew it was, at its core, about delivering messages effectively through different means in times of crisis, while accommodating different groups of people.
However, I didn’t know exactly how the process was designed, and as someone on the receiving end of these messages, I was under the impression that Taiwan was not doing a very good job. I remember that whenever there are typhoons or earthquakes, I see people complaining that the cell broadcast messages we receive on our phones are inaccurate. People either did not receive them in time, or they received the message and nothing happened afterward, which made people assume they were false alarms. I’ve had similar experiences myself, so I understand exactly where that frustration comes from.
In fact, I wondered if it was experiences like this that have made Taiwanese people’s disaster awareness grow so low that people become indifferent to cell broadcast warnings and take no action when disasters actually strike. That’s part of the reason why I was interested in taking this course in the first place. I wanted to understand how this whole communication process works and how the communication could be improved.
Looking back at everything I’ve learned from this course, I realize that crisis communication is far more complicated than I assumed. The objective of communication seems simple enough: passing on critical information to the people in times of crisis. But in practice, there are so many factors at play. For example, for our final project, my group conducted a case study comparing Taiwan’s and Japan’s flood incidents: Taiwan’s 2025 Matai’an Barrier Lake Disaster and the 2018 Western Japan Flood. We compared how each government passed down warnings and evacuation orders to the public, and found that despite using multiple channels to send the message, people’s response to evacuation still fell short of what each government expected. What surprised me was that Japanese people’s reaction to disaster was shockingly similar to that of Taiwanese people.
In both cases, the governments used cell broadcast as one of the means to send out warnings, and in both cases, some people said that they never received the message, while others complained that they received so many in a very short period of time that they eventually chose to ignore all of them. Among those who did receive the message, some people also expressed that the wording in the message was too technical for them to grasp the real severity of the situation. This shows that making sure people successfully “receive” the message is nowhere near enough, and that it wasn’t about the message’s coverage area, nor its quantity. The hard part is making sure the message is “perceived” accurately by everyone. And there’s also the issue of inclusivity: providing means of communication suited to different groups of people, which also requires experts to make the effort to understand others and come up with solutions.
This example only shows a small part of what crisis communication involves, but from it, I realized that one key to crisis communication lies in observing the needs of others, much like practicing translation and interpreting. What I gained from this course wasn’t just a greater sense of disaster awareness, but also a fresh pair of eyes to view the world.
During the five-day intensive learning in Japan, I learned to take a closer look at the ordinary things in everyday life, such as posters on the train or the handrail of a subway staircase, and to think about the reason behind their design and who they were made for. This habit started out simply as a way to look for materials to use in our projects, but I soon found myself learning surprising things and exchanging new ideas with my peers every day. It felt like this little habit had replenished my curiosity. Even though I exhausted every bit of my energy each day, it was satisfying. I thoroughly enjoyed this journey and truly appreciated this learning opportunity.
