Theoretical Implications of the Understanding Contemporary China Textbook Philosophy for University English Teaching Reform

Abstract

As the internationalization of higher education deepens and ideological and political education (IPE) becomes increasingly embedded across the curriculum, the role of foreign language instruction in talent cultivation demands urgent reconfiguration. Positioned as a flagship English-language textbook designed for international communication, the series of textbooks Understanding Contemporary China (UCC) presents a pedagogical framework that integrates Chinese cultural narratives, contemporary realities, and global perspectives. Its distinctive approach foregrounds not only linguistic proficiency but also the imperative to articulate China’s stories and enhance its international discourse power through English. This study takes the pedagogical philosophy embodied in the UCC textbook as a starting point to examine its theoretical significance and practical implications for the reform of college English education in China. By analyzing the textbook’s conceptual orientation, thematic structure, and instructional logic, the paper explores how its guiding principles may inform the restructuring of curriculum objectives, content design, classroom practices, and evaluative mechanisms. The study ultimately proposes a culturally grounded foreign language teaching model that fuses communicative competence with value-oriented education, aiming to advance the deep integration of language instruction and ideological-political formation. This reform vision expands both the reach and the depth of IPE in college English instruction, offering a blueprint for cultivating globally competent, culturally rooted communicators in the new era.