Research on the Internationalization Pathway of Ideological and Political Education in English Writing Courses from a Cross-cultural Perspective

Abstract

This paper proposes a systematic, cross-culturally grounded pathway for internationalizing ideological and political education (IPE) in second language (L2) writing courses for Chinese undergraduate majors. Responding to the 20th National Congress call for constructing a Chinese discourse system and the 2021 Ministry of Education Guidelines, the study reconceptualizes L2 writing as a dialogic space in which “telling China’s stories” is inseparable from engaging global epistemic pluralism. Drawing on Hofstede’s cultural dimensions theory, Byram’s intercultural communicative competence model, this paper develop a multi-dimensional framework that integrates curriculum redesign, transformative pedagogy, teacher capacity building, and rigorous assessment. Curriculum redesign shifts from monologic to dialogic sequencing; comparative tasks juxtapose Chinese narratives with EU policy briefs and US think-tank reports on issues such as data privacy and sustainable development. Pedagogically, intercultural rhetorical instruction, collaborative online international learning (COIL), and scaffolded source evaluation cultivate students’ reflexive cosmopolitanism while preserving cultural confidence. Teacher development is advanced through specialized workshops and open-access repositories that curate peer-reviewed case studies and genre-specific scaffolds. Counter-measures address classroom tensions, curricular inertia, and assessment validity via phased pilots, stakeholder co-design, and adapted rubrics. The paper concludes that sustainable internationalization of IPE in L2 writing hinges on continuous faculty development, longitudinal assessment, and cross-institutional consortia capable of iterative refinement across diverse sociocultural contexts.