NEEDS ANALYSIS OF DEVELOPING A TRADITIONAL CHINESE CULTURE INTEGRATED ENGLISH TEACHING MODULE FOR YEAR 1 SENIOR HIGH SCHOOL IN GANZHOU
DOI:
https://doi.org/10.35631/IJEPC.1164112Keywords:
Curriculum Integration, English Language Teaching, Needs Analysis, Pedagogical Challenges, Traditional Chinese Culture (TCC)Abstract
English teaching at the senior high school level in China has traditionally focused on Western culture, while Traditional Chinese Culture (TCC) is often fragmented and superficial. This imbalance may undermine students’ cultural confidence and intercultural awareness, despite national curriculum standards calling for the integration of Chinese culture. Existing textbooks and teaching practices fall short of these expectations, with teachers facing challenges such as limited training, scarce resources, and exam-oriented constraints. Students also lack sufficient cultural background and the ability to express TCC concepts in English. This study accordingly conducts a needs analysis to explicitly identify teachers’ current practices, pedagogical needs, and barriers for integrating TCC into Year 1 senior high school English teaching in Ganzhou, providing an evidence base for developing a TCC-integrated English teaching module. Six experienced English teachers and three English teaching coordinators (subject leaders) participated in semi-structured interviews. Qualitative and document analyses revealed four key gaps: insufficient teacher training in cultural content knowledge, a scarcity of ready-to-use English-medium TCC teaching resources, examination and timetable pressures that crowd out cultural teaching, and students’ limited ability to express TCC in English. Teachers accordingly called for a culturally responsive, flexible module aligned with curriculum themes, lesson pacing and project-based learning. The study’s principal contribution is this evidence-based needs analysis, which directly informs the design of a structured, engaging English teaching module that effectively integrates TCC and meets local educational needs. By addressing these systemic and instructional barriers, the proposed module may support students’ cultural identity and intercultural competence and could contribute to bridging policy and classroom practice in Ganzhou senior high school English education.
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