Exploration of the Path to Integrate Northern Frontier Culture into High School English Classroom Teaching
Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v7i4.3870
Abstract
This study explores the integration of Northern Frontier culture into high school English teaching, using a
mixed-methods approach at a model high school in Ordos City. Over 18 weeks, strategies such as theme-based instruction, interdisciplinary integration, and contextualized practices were implemented. The results demonstrated significant
improvements in students' cultural awareness and language proficiency. Key findings include enhanced intercultural
communication skills (experimental class: 4.2±0.5 vs. control class: 3.1±0.7, p<0.01) and increased learning interest
(88.5% vs. 46.0%, p<0.01). Qualitative data revealed stronger cultural identity and engagement, exemplified by student
projects like a "Grassland Tourism Handbook." The study highlights the effectiveness of authentic content, interactive
activities, and process-oriented evaluation. It provides a practical framework for incorporating regional culture into English
education, with implications for teacher training, curriculum design, and cross-disciplinary collaboration. Limitations
include sample size and geographic scope, suggesting future expansion and digital resource development (e.g., VR cultural
experiences).
Keywords
Northern Frontier culture, cultural awareness, English teaching, path exploration, ethnic education
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Awareness and Sensitivity in Teaching Chinese as a Foreign Language. International Journal of Sociologies and
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Chinese National Community: Historical Logic, Contemporary Value and Practical Path. Inner Mongolia Social Sciences. 2025; 46(02): 30-36+213. [9] Zhu Jian. On the Theoretical and Practical Positioning of Northern Frontier Culture. Inner Mongolia Social
Sciences. 2024; 45(01): 33-39. [10] Li Shulin. On the Intrinsic Relationship between the Inheritance and Development of Northern Frontier Culture
and the Consolidation of the Awareness of the Chinese National Community. Inner Mongolia Social Sciences. 2024;
45(05): 47-56.
Copyright © 2025 Jiayu Li, Guang Yang

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