BRIDGING LANGUAGE AND HERITAGE: PEDAGOGICAL PATHWAYS FOR EMBEDDING TCC IN HIGH SCHOOL ENGLISH CLASSES
DOI:
https://doi.org/10.35631/IJMOE.831042Keywords:
Design And Development Research (DDR), Fuzzy Delphi Method (FDM), Intercultural Communicative Competence (ICC), Pedagogical Integration Pathways, Senior High English, Traditional Chinese Culture (TCC)Abstract
Under the current curriculum reform in China, there is a requirement to bring more elements concerning traditional Chinese culture into English lessons so that students may develop greater confidence in their own culture and eventually acquire better intercultural competence. Nevertheless, some practical problems remain unsolved in certain inland regions such as Ganzhou. Based on Vygotsky’s Sociocultural Theory and Byram’s ICC Model, this study attempts to establish the framework of Reflexive ICC and further explore practicable approaches to developing students’ TCC competence for exam‑oriented senior‑high‑school learners at the Grade‑One stage. Drawing on DDR methodology, this research carried out qualitative needs analysis, implemented Fuzzy‑Delphi expert validation, and conducted a classroom pilot in Ganzhou, whereby a three‑tier progressive TCC framework covering material, institutional, and spiritual culture was constructed. Pilot results, derived from graded PBL task outputs as well as student survey responses regarding shifts in their cultural identity perceptions and ICC capacities, were generally encouraging. Teacher assessments of test‑related task performance indicated no observable decline in learners’ relevant language abilities. It is therefore concluded that such multi‑path approaches can provide context‑sensitive instructional support for exam‑oriented inland senior‑high EFL settings, though further multi‑site empirical evidence is required before these approaches can be widely adopted elsewhere.
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