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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
MA Yuan
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DOI:10.17265/1539-8080/2026.01.004
University of Shanghai for Science and Technology, Shanghai, China
This paper explores innovative approaches to translation pedagogy within China’s college public English curriculum, situated within the national strategic imperative of constructing a distinctive Chinese discursive system. It identifies a critical gap in current pedagogy, which often prioritizes linguistic proficiency and Western cultural import over the capacity for effective cultural export and value communication (Pan, 2015). Arguing for a paradigm shift, the study proposes a core teaching philosophy that integrates seminal Chinese translation theories with the contemporary demands of national development and international communication. The proposed strategy repositions translation training from a mere linguistic exercise to a vital conduit for ideological-political education and cultural agency. It constructs a practical pedagogical framework centered on a parallel corpus of authoritative Chinese discourse, scaffolded learning modules, and authentic application scenario. The paper concludes that such a reformed, discourse-aware translation pedagogy is essential for empowering the vast cohort of non-English majors to become competent narrators of China’s story, thereby directly contributing to the enhancement of China’s cultural soft power and international discursive influence.
Chinese discursive system, public English teaching, translation pedagogy, ideological-political education, international communication
MA Yuan, Research on Translation Teaching Strategies in Public English Courses Under the Framework of China's Discursive System Construction. US-China Foreign Language, January 2026, Vol. 24,
No. 1, 30-33 doi:10.17265/1539-8080/2026.01.004
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