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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
LIU Xiaoquan
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DOI:10.17265/2328-2177/2026.06.004
Guangxi University of Chinese Medicine, Nanning, China
The official recognition of Country and Regional Studies as a first-level interdisciplinary discipline presents both historic opportunities and structural challenges for the transformation of foreign language education in China. College English teaching, the largest segment of foreign language instruction in Chinese higher education, has long been trapped in dual dilemma: a path dependence on linguistic centralism and a persistent ambiguity of disciplinary identity, which has further escalated its identity crisis. This paper hereby proposes a triple paradigm shift for Chinese College English teaching from the perspective of Country and Regional Studies, encompassing curriculum design, teaching philosophy as well as teacher development. Specifically, the currently existing prevailing curriculum model in China must shift from a “language skill-oriented” approach to a “regional knowledge-oriented” approach, and the currently dominant teaching philosophy must evolve from “communicative competence cultivation” to “inter-cultural competence construction”. Plus, teacher development must also be reoriented from the role of “language drill instructor” to that of “regional studies collaborator”. The paper argues that actively embedding traditional College English teaching into the disciplinary system of Country and Regional Studies constitutes a strategic pathway for resolving its identity crisis and achieving disciplinary reconstruction.
Country and Regional Studies, College English teaching, paradigm shift, content-language integration, intercultural competence
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