A Practice-Oriented Exploration on College English Teaching Reform Based on the Textbook Concept of Understanding Contemporary China

In the context of the ongoing transformation of higher education in China, College English instruction is undergoing a critical shift from a focus on instrumental language training toward a more holistic, values-oriented educational paradigm. The Understanding Contemporary China textbook series, designed for international audiences, conveys a distinctive pedagogical concept: centering on Chinese topics, guided by the goal of fostering cultural identity, and relying on English as the medium of global communication. This concept offers new theoretical direction and practical frameworks for the reform of College English teaching. This study investigates how the pedagogical philosophy of Understanding Contemporary China can be translated into concrete instructional strategies. The research was conducted over 12 weeks with 58 non-English major undergraduates at a Chinese university. Grounded in the textbook’s conceptual framework, the study involved the reconstruction of teaching content, the innovation of pedagogical approaches, and the design of interactive classroom activities. The aim was to explore integrated pathways for developing language competence alongside value orientation and cultural expression. Findings reveal that students demonstrated measurable improvements in several domains, including intercultural communication skills, critical engagement with China-related topics, and enhanced coherence in English writing and speaking. At the same time, the study identified several practical challenges, such as difficulties in shifting teachers’ pedagogical beliefs, insufficient course materials aligned with the new concept, and disparities in students’ language and cognitive abilities. By grounding the research in real classroom practice, this paper proposes a set of actionable strategies for optimizing College English instruction. It aims to offer empirical insights and reflective perspectives for the cultivation of students’ capacity to articulate Chinese narratives in English. Ultimately, the study contributes to the broader goal of embedding cultural identity and national discourse within foreign language education in Chinese universities.