From Cultural Aphasia to Confident Expression: A “Dual-Integration” Pedagogy for Telling China’s Stories in Junior High English

DOI

10.2991/978-94-6463-988-9_35How to use a DOI?

Keywords

Intercultural Communication Competence (ICC); Junior High School English; Dual-Integration; Critical Input; Constructive Output

Abstract

Against the dual backdrop of globalization and new curriculum standards, junior high English education confronts a significant challenge in transitioning from a “tool-oriented” to a “culture-oriented” paradigm. Presently, classroom instruction remains predominantly characterized by the grammar-translation method, resulting in widespread “dual aphasia” among students during cross-cultural communication: they are incapable of effectively deconstructing Western stereotypes regarding China and lack the proficiency to vividly recount Chinese narratives in English. This study proposes a “Dual-Integration” pedagogical strategy. By integrating “Breaking Western Filters” (critical input) and “Telling Authentic Chinese Stories” (constructive output), it seeks to resolve practical difficulties inherent in cross-cultural instruction. This methodology not only substantially enhances students’ language application capabilities but also concurrently fosters intercultural competencies, including cultural inclusivity and critical thinking. It equips front-line educators with an actionable and evaluable pedagogical framework to effectively implement the fundamental mission of “cultivating virtue through education” and fulfill the requirements stipulated by the new curriculum standards.

Copyright

© 2026 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Kexin Li
PY  - 2026
DA  - 2026/02/15
TI  - From Cultural Aphasia to Confident Expression: A “Dual-Integration” Pedagogy for Telling China’s Stories in Junior High English
BT  - Proceedings of the 2025 5th International Conference on Education, Language and Art (ICELA 2025)
PB  - Atlantis Press
SP  - 303
EP  - 316
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-94-6463-988-9_35
DO  - 10.2991/978-94-6463-988-9_35
ID  - Li2026
ER  -