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LIU Xuliang
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DOI:10.17265/1539-8072/2026.03.001
University of Chinese Academy of Social Sciences, Beijing, China
Traditional foreign language teaching is generally characterized by Western-centric tendencies, ranging from textbooks and teaching methods to theoretical frameworks and assessment approaches. This characteristic is rooted in a deeply ingrained view of language and culture as inseparable—namely, the belief that learning a foreign language is equivalent to learning Western culture, and that foreign language education must naturally be guided by and premised on the input of Western culture. This view obscures the essential nature of language as a tool that can transcend culture, serving as a medium for different civilizations to exchange information and values. Based on a thorough analysis of the shortcomings and limitations of traditional foreign language teaching, this paper proposes the construction of a language teaching philosophy centered on mutual learning among civilizations. Through measures, such as optimizing textbook design, innovating theoretical methods, and reforming the evaluation system, it aims to achieve the goal set forth in the foreign language teaching syllabus and curriculum guidelines for the new era: cultivating cross-cultural communication professionals who possess both a sense of national identity and a global perspective.
foreign language education, Western-centrism, paradigm shift, mutual learning across civilizations, challenges and countermeasures
LIU Xuliang. Paradigm Shift in Foreign Language Education in the New Era: From Cultural Input to Mutual Learning Across Civilizations. Sino-US English Teaching, May-June 2026, Vol. 23, No. 5-6, 95-103 10.17265/1539-8072/2026.03.001
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