Title: Cultural Boundaries in Foreign Language Education: Intercultural Awareness
Authors: Xiaoquan Pan
Volume: 10
Issue: 4
Pages: 53-59
Publication Date: 2026/04/28
Abstract:
This study examines the obstructive nature of "cultural boundaries" in foreign language education and the boundary-breaking mechanisms of intercultural awareness. It argues that traditional pedagogy, constrained by linguistic forms, severs the intrinsic connection between culture and symbols, thereby inducing cultural shock and inhibiting deeper communicative competence. Intercultural awareness is conceptualized as a dynamic competency system that transcends binary oppositions and integrates "knowledge-attitude-skills". Its core function lies in facilitating a paradigm shift in cognition, guiding learners to engage in critical negotiation and meaning reconstruction within a "Third Space" of cultural encounters. The study systematically delineates the multidimensional manifestations of cultural boundaries and constructs pragmatic pathways for boundary transcendence, grounded in theories of intercultural communication, postcolonial discourse, and critical perspectives on cultural pedagogy. These pathways include: (1) designing integrative cultural-thematic modules for curricula; (2) employing task-based and experiential cultural teaching methodologies; (3) critically utilizing authentic language materials and digital resources. Ultimately, this research aims to advance foreign language education from instrumental training toward intercultural/mutual cultural competence, empowering learners to coexist amid differences and engage in dialogue amid conflicts.