Yang Yang

Under the comprehensive implementation of the cultural confidence strategy, tertiary-level English teaching remains no longer confined to the single role of “linguistic tool”. Instead, it has become an important bridge between linguistic learning and cultural dissemination in the cultivation of cross-cultural communication skills. However, current intercultural teaching process of tertiary-level English suffers from challenges such as overemphasis on Western culture over integration of native culture, outdated and monotonous teaching methods, and insufficient application of authentic contexts, resulting in students failing to demonstrate their cultural confidence and conduct effective communication in the “Chinese-Western dialogue”. Based on current teaching status of higher education, this study integrates with the basic requirements of cultural confidence, optimizes teaching content while innovating teaching methods, builds practice platforms on this basis of enhancing faculty competencies, and seeks for actionable concrete strategies from the four dimensions, aiming to empower students to maintain cultural subjectivity in cross-cultural exchanges, enhancing intercultural agency and pragmatic efficacy, while fostering symbiotic growth of linguistic proficiency and humanistic literacy.

Cultural Confidence, Tertiary-level English, Intercultural Communicative Competence, Cultivation Pathway

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