Integrated Dual-Culture Teaching Framework for Border Junior High English Under Integrated Primary and Secondary Ideological Education

Abstract

Against the national strategic layout of continuous ideological education covering primary, junior high and senior high education, border port junior high schools undertake unique educational missions to cultivate teenagers’ homeland affection and the awareness of community for the Chinese nation. Taking Hekou Guomen Junior High School adjacent to the China-Vietnam border as the theoretical research object, this paper adopts two desk research methods including document sorting and textbook textual coding. Guided by Coyle’s authoritative four-dimensional CLIL theoretical system, this paper sorts out the unbalanced cultural structure of mainstream junior high English textbooks and summarizes typical classroom defects such as scattered ideological infiltration and disconnected teaching objectives across different school phases. This study constructs a spiral training system featuring cultural perception in primary schools, cultural identity in junior high schools and critical thinking in senior high schools, as well as a two-layer cultural framework combining fine traditional Chinese culture and local cross-border ethnic culture in Hekou. A complete closed-loop teaching system covering teaching objectives, curriculum content, CLIL classroom implementation and multi-dimensional evaluation is established. This standardized theoretical framework can provide curriculum design references for similar border junior high schools in Honghe and Wenshan Prefectures of Yunnan Province.