Cultivating Awareness and Responsibility: Emergency Culture in College English Curricula
Journal: Journal of Higher Education Research DOI: 10.32629/jher.v6i5.4569
Abstract
In today’s risk-prone global society, emergency culture is integral to governance and public safety education. Embedding it into ideological and political education in College English enhances language proficiency, intercultural competence, safety awareness, and social responsibility. Drawing on the framework of curriculum-based ideological and political education, this paper analyzes their alignment in values, content, and objectives, and proposes pathways including scenario-driven teaching, systematic curriculum design, dual-track evaluation, and student-centered engagement. The study highlights how this integration extends the role of emergency culture in higher education and offers innovative strategies for College English under global uncertainties.
Keywords
emergency culture, English learning, Curriculum Ideology and Politics, intercultural communication
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[2] Sun, Y., et al. (2024). Ideological and political education in foreign language and literature courses: Objectives, principles, and pathways. Foreign Language World, 2, 2–6.
[3] Nunan,D.Task-Based Language Teaching[M].Cambridge:Cambridge University Press.2004.
[4] Fischer,H.,&Rojek,C.Emergency management education:Integrating safety culture in higher education[J].Journal of Contingencies and Crisis Management,2019.27(3),234–245.
[5] Sun, W. (2023). Exploring methods and pathways for integrating ideological and political elements into public foreign language courses: A case study of College English Intensive Reading. In Proceedings of the Forum on Educational Innovation and Development in Central and Western China (II) (pp. 219–220).
[6] Kramsch,C.Context and Culture in Language Teaching[M].Oxford:Oxford University Press.1993
[7] Wen Qiufang.Developing a theoretical system of the production-oriented approach in language teaching[J].Chinese Journal of Applied Linguistics,2015,38(3):242–249.
[8] Ministry of Education of the People’s Republic of China. (2020). Guidelines for ideological and political education in higher education curricula. Beijing: Higher Education Press.
[9] Kramsch,C.Language and Culture[M].Oxford:Oxford University Press.1998.
[10] Bachman,L.F.,&Palmer,A.S.Language Assessment in Practice:Developing Language Assessments and Justifying Their Use in the Real World[M].Oxford:Oxford University Press.2022.
[11] Sadler,D.Royce.Assessment in Higher Education:Moving towards a Theory of Practice[J].Higher Education Research&Development,2009.28(2),77–89.
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